"Grade One (Volume I)" was approved by the National Textbook Examination and Approval Committee for Primary and Secondary Schools in April, 20001,and experts gave a good evaluation of this textbook. After entering the experiment, it was also welcomed by teachers and students in the experimental area for four consecutive years.
In this class, the correct rate of students doing problems is over 90%. However, in the process of compiling teaching materials, we pay attention to related factors such as situation creation and model construction, knowledge and skills and process methods, students' exploration and teachers' guidance.
The experience of dealing with relationships is getting deeper and deeper. Looking back at this textbook, I feel that there are still some problems in the selection of teaching materials, the level of teaching content arrangement, and the provision of clues to mathematical activities, so I have solicited opinions from experts extensively.
On the basis of listening to the opinions of psychologists, teaching and research personnel, especially the first-line experimental teachers, some teaching contents have been adjusted and revised appropriately. The following is a description of the revision of this textbook and the considerations when revising it.
First, the revision of the teaching content of mathematical thinking method in the primary stage
In the primary stage of learning mathematics, let students feel the basic and general mathematical thinking methods such as observation, counting, comparison, classification and orientation, so as to lay the foundation for mathematics learning in various fields in the future.
Therefore, the first four units in the original textbook are arranged as "number", "ratio", "division" and "recognition"
"Home" is a must. However, some teaching contents in the original textbook are too shallow, for example, compared with the size of the physical object, students lack the enthusiasm for learning; Some teaching contents are too in-depth, such as distinguishing the positional relationship between people or things in complex situations.
It is difficult for students to form a clear understanding. In addition, students' math activities are arranged less, class hours are arranged more and classes are loose.
Counting removes the points below the fourth, fifth and sixth pictures, and increases the content of students' independent exploration. In this way, students can observe the whole picture of the situation map and count the number of various objects.
Organize three forms of mathematical activities to express the observation results. First of all, from the first three small pictures, it is found that the number of objects can be represented by drawing points. Second, it is used to represent the first.
The number of objects in the 4, 5, 6 and 9 mini-graphs, and the third is to find objects in the situation diagram according to the number of circles in the 7, 8 and 10 mini-graphs.
"Bi Yi Bi" simplifies the teaching content, removes "Bi Da", and changes from 2 hours to 1 hour. In addition, three changes have been made. First of all, the material of the example is changed from the kitchen to the corner of the school to make it comparable.
The content is richer. The second is to highlight the discussion of comparative methods. For example, two skipping ropes are arranged side by side, and one end is aligned to see the other end, which is longer than the other end; Another example is to let two children stand on the same plane back to back and compare who is taller. Thirdly, arrange the deskmate shorter than a pencil, and several students line up according to their height, so that students can experience mathematics in the activity.
PS: It's too difficult to talk about any topic all the time. Get rid of it, but you always take exams.