Tisch
After learning the multiplication formula of 5 in this lesson, students can master and use the multiplication formula of 5 skillfully through practice, and can use the multiplication knowledge flexibly to solve simple practical problems. Before class, aiming at the children's psychology of liking games and combining the evaluation mechanism of this class, I created a game situation of winning stars and smiling faces. Through four rounds of competition, let students actively participate in the competition, so as to understand, master and apply what they have learned and gain successful experience.
In teaching, I first ask students to recall the multiplication formula of 5, and answer the questions by reciting, memorizing and calculating orally. It aims to arouse students' memory and further review and consolidate some difficult formulas. Students have a wide range of participation and high enthusiasm. After the students' knowledge and emotions were warmed up, the first round of competition-oral calculation began. Due to the preparation of review, most students completed the competition questions quickly and well, and won the first star smoothly. Even a few students who are usually slow to respond have tasted the sweetness of learning.
The second round of competition is to solve problems by looking at pictures. I will let students observe and practice two pictures independently, collect mathematical information and questions, and calculate continuously. Then report and exchange ideas to solve the problem. Then guide the students to compare the two problems, so as to further understand the meaning of multiplication. When I found the second picture, a student's formula was 2×4=8, so I asked him to express his thoughts. Take this opportunity to let students discuss his ideas, urge students to observe, think and reflect deeply, make the truth clearer and more thorough.
The third round is a game. After the students answered independently, I commented on individual topics and expanded them appropriately. For example, from 9×5=5×9 to mouth× mouth = mouth× mouth, let students feel the law of multiplying two numbers and exchanging the position of multipliers. When dealing with 5× 5 05+5, I asked, "Why 5× 5 > 5+5?" Someone said, "Because the left side is multiplication and the right side is addition." I asked, "Is it because multiplication is better than addition?" The students all said, "No, you can't look at the operation symbols, you have to count." I suddenly stopped. At this point, it will be more convincing if students can be guided to cite counterexamples to refute his statement!
The fourth round of competition is an application problem, because it hides three problems that students must find before they can start to solve, so I named it "challenge problem". The purpose is to enable students to experience greater self-challenge and gain a stronger sense of accomplishment on the basis of their existing success. But because of the time, I only guided the students to understand the question of "how much is needed". Put forward three questions for students to solve after class. The reason is that the classroom capacity is too large. If this problem is solved in the next class, then design two open questions, such as mouth × 5 = mouth 5, and 5× mouth = mouth 0. This not only trains the thinking, but also makes the class relaxed.
extreme
The new curriculum standard puts forward new requirements for mathematics teaching: mathematics teaching should promote students' all-round development in knowledge and skills, mathematical thinking, problem solving, emotional attitude and so on; We should provide students with valuable mathematics, change students' learning style in teaching, help students cultivate the study habit of independent inquiry, guessing and verification, and guide students to actively and effectively cooperate and communicate with others. The manifestation of classroom teaching should be: creating situation-establishing model (exploring communication)-explaining application.
This lesson encourages students to express their ideas in their own language by creating a situation where little monkeys pick fruits, improves their interest in practice through game charts, and organizes students to exchange their own calculation methods in groups in time to further understand the significance of consolidating the multiplication formula of 5.
Then, create a life situation of buying park tickets. Students practice the application of mathematical knowledge in life by playing mathematical games with several friends or many family members, and at the same time cultivate the habit of cooperation and communication among students. So that students can learn valuable mathematics.
In addition, "there are 19 students going for an outing, can they stay in five tents?" Let the students finish the life situation independently according to their own experience, and then communicate in groups to cultivate students' estimation consciousness in the actual situation.
Tisso
In this class, I pay attention to the creation of situations, so that students can participate in competitions in a tense and pleasant atmosphere and learn knowledge in depth at different levels, so that students at different levels can have different gains. At the same time, I also paid attention to some details. For example, the guidance of reading the topic map, the expansion of knowledge points, and the questioning of keywords in the topic. The disadvantage is that when students make mistakes, I guide too much. I want to mobilize the wisdom of all students, discuss and urge them to observe, think, explain, reflect deeply, internalize and deepen their knowledge!