Teaching design of the second volume of first-year mathematics 1. Teaching content: the standard experimental textbook of compulsory education curriculum of People's Education Press, page 27 of first-year mathematics, "Graphic grouping"
Second, teaching preparation: multimedia teaching courseware, various graphic pieces of paper, circular pieces of paper, glue, scissors.
Third, the choice of teaching objectives and strategies:
(A), teaching objectives:
1, through the actual operation of cutting, spelling and swinging, deepen the perceptual knowledge of graphics and describe the characteristics of rectangles and squares in your own language.
2. Through observation and operation, students can initially perceive the relationship between the learned figures.
3. Through students' patchwork of a large number of graphics, it is found that graphics can change and connect from simple to complex, develop imagination and creativity, and cultivate innovation ability.
4. Cultivate students' awareness of communication, cooperative inquiry and innovation through mathematical activities.
Teaching emphasis: Experience the characteristics of rectangle and square through observation and hands-on practice.
Teaching difficulty: experience the transformation and connection between various figures in a pendulum.
(2) teaching material analysis: "Graph grouping" was taught on the basis of "Understanding objects and graphs" last semester. Through last semester's study, students have been able to identify and distinguish plane figures (rectangles, squares, triangles and circles) and three-dimensional figures (cuboids, cubes, spheres and cylinders). Here, students can have a preliminary understanding of rectangles, squares and columns mainly through some operation activities.
(3) Analysis of learning situation: children in grade one of primary school pay short attention to time, but after more than one semester of systematic training, students are proactive in learning and active in thinking, and pay more attention to "interesting, fun and novel" things in class. Therefore, students' real life background and interests should be taken into account when practicing presentation methods, so that children feel that it is interesting to solve problems with mathematical knowledge and are willing to approach mathematics.
(4) Design concept and intention: This lesson will introduce students into a lively and lively situation, and then let students participate in activities and experience the characteristics of plane graphics. First, through observation: "What secrets are hidden in these graphic dolls?" Let the students say, then guide the students to fold and compare, and get the characteristics of rectangle and square. Then guide the students to operate, turn the rectangle into a square, and let the students realize that there is a connection between graphics and graphics. Then turn the circle into a square, turn the square into four triangles and so on. One ring after another, the transition is natural and coherent. Students are active and interested, and come up with many different spelling methods. Teachers posted on the blackboard in time, which played a role of demonstration, guidance and encouragement. In the whole class, teachers try to make students try and do more, let them explore, experience and create in interesting activities, and let students feel the beauty of patterns and mathematics in activities.
Fourth, the teaching process design and intention
Design intention of teaching process
(A), situational introduction, active atmosphere.
1. The courseware shows two pictures of Cong Cong and Ming Ming, and invites students to play in their home. The four students take the train and sing.
Student: Stand sideways in groups of four, with your left hand on the shoulders of the students in the front row and your right hand on the wheels of the train. Singing: locomotive, whoops, pulling the carriage to run fast, rumbling, singing, moving forward, moving forward, moving forward.
2. Know the graphic dolls in front of Congcong and Mingming's house.
Students observe and answer, and the teacher posts squares, rectangles, triangles and circles at the same time.
3. Study the secret of rectangle.
Teacher: Children should think for themselves before telling their deskmates. (Students' Autonomous Learning and Feedback 1)
1: I found that a rectangle has four sides.
Health 2: I found that some sides of a rectangle are long and some are short.
……
Teacher: Who else found something different? (Feedback 2)
Health: I found that the upper and lower sides of a rectangle are the same.
……
Students can make their own evaluation in case of doubt, and at the same time let them be verified by hands-on operation.
4. Students study the characteristics of squares.
Students in groups of four exchange their findings and show the characteristics of the square on the stage.
Teacher: children, just now you played with your little hands and found that there are many secrets hidden in the graphics. In fact, we can make graphics magical. It depends on how our children change and play. Today, we will learn about "graphic changes" (theme demonstration).
(2) Hands-on operation and independent exploration
1. Today, Cong Cong and Mingming's mother prepared a sumptuous lunch, but the dishes for lunch are not ready yet. I want you to do it yourself. Can you do it?
2. Show the first dish, called "Moon Cake platter". Let the students turn a circle into a square moon cake? Please open page 28 of our book, take a look at what you have done and discuss at the same table. Lecturing on the stage all my life. Students study independently.
3. Show the second course. Ask the students to combine the squares into a combined triangle. Answer by name. Students do it by hand. Comment on students' works. Then let the deskmates comment on each other. How did you do it? What was the picture like?
Congcong's clever mother saw that the children were so clever. She prepared an interesting game for the children-an interesting jigsaw puzzle (show it). Jigsaw puzzles have a history of thousands of years. It was invented in China. This is a jigsaw puzzle. It is made by dividing a square into seven parts. Let's take a closer look at how many numbers the puzzle is made up of. Now solve the puzzle with a puzzle and see whose picture is the best. Students do it.
Just now, the children's spelling was really good. I concentrated all your spelling patterns on the computer. Please have a look.
These are beautiful patterns that you pieced together with your brain, imagination and creativity. It's really not easy. As you can see, future scientists and inventors are among you.
(C) Summary of reflection, expansion and extension
Today, in this class, we went to a wise man and cooked two dishes by ourselves. We learned that there are so many secrets between graphics, and we also spelled out many beautiful and interesting patterns with graphics. We became little designers and chefs. Today, we also played in Jingming's house all day. We should go back. Get ready, children. We will come back by train. (Playing music)
At the beginning of the class, the teacher created a situation to stimulate children's interest in learning and introduced their favorite cartoon characters.
Allowing students to evaluate independently does not mean giving up the necessary guidance of teachers. Teachers should not only ask students to pay attention, but also pay attention to themselves. Find the evaluation points in the process of listening, so as to guide students to intervene in the evaluation in time. For example, whether the top, bottom, left and right of a rectangle are equal in length and whether it needs to be folded manually. These are all positive comments that teachers should make.
In this part of content teaching, teachers leave more time and space for students to do it boldly, let students discover the characteristics of squares through observation, comparison, independent exploration and cooperative communication, deepen students' understanding of what they have learned in mathematics, cultivate students' ability of independent learning and cooperation, and at the same time enable them to gain successful experiences and enhance their confidence in learning mathematics well.
Teachers create a situation for students to help others cook "dishes", stimulate students to explore and feel the mutual transformation between graphics in hands-on operation, communicate the relationship between several graphics and enjoy doing "housework".
Through different forms, levels and types of exercises, students can easily solve problems and effectively improve their ability to solve problems by using mathematical knowledge.
Students' mathematics learning activities should be a lively, proactive and personalized process. Teachers adopt open-ended exercises in design, allowing students to design puzzles themselves, developing students' personality, satisfying students' creative desire, and further realizing the application of puzzles in real life. The whole activity was carried out in a relaxed and pleasant atmosphere, and all students could actively and enthusiastically participate in the activity. Through the display and evaluation of students' works, students can learn to appreciate themselves and each other, which is conducive to the cultivation of students' self-confidence.
This link and the pre-class care for each other, so that mathematics activities "come from life and move towards life", and once again closely link mathematics learning with students' lives.
Verb (abbreviation of verb) teaching fragment record:
Teacher: Well, Congcong and Mingming have arrived at home. Today, their home is really beautifully dressed. There are so many graphic dolls at the door to welcome you. Do you want to go in and have a look They have questions to test the children: among these known graphic dolls, which graphics do you know? (Show square, rectangle, triangle, circle)
Teacher: There are so many graphic dolls. Let's first study what secrets are hidden in the rectangle. Please take out the rectangular paper on the table and fold it. What did you find? Think for yourself before telling your partner.
1: I found that a rectangle has four sides.
Health 2: I found that some sides of a rectangle are long and some are short.
Teacher: Who else found something different?
I also found that the upper and lower sides of a rectangle are the same.
Student 4: (The student stands up and asks) Student 3, how do you know?
Health 3: I just folded the top and bottom of the rectangle in half and found that the top and bottom are the same.
Health 4: I'll try. Students do it themselves and say with a happy smile. ) Yes, yes, I found it, too.
Health 5: Teacher Chen, I also used the method of "Health 3" and found that the left and right sides of a rectangle are equally long.
Teacher: Really, let's try it together.
Health 6: Teacher Chen, I just found that a rectangle can be folded into two squares.
The class is in chaos. One child said yes, one child said no, and another child put forward his own different views.
Health 7: My rectangle is not two squares after being folded in half, but my deskmate is two squares after being folded in half. (As shown in the figure below:)
Health 8: I just cut the rectangle. It can be divided into two triangles. You can show different graphics. (As shown in the figure below:)
Inspired by this student, other students picked up scissors one after another, cut the rectangles one by one and put them together into their favorite graphics.
Six, teaching reflection:
Primary school students can't learn mathematics without specific practical activities. Paying attention to hands-on operation is the most effective way to develop students' thinking and cultivate their mathematical ability and hands-on ability. The new curriculum standard requires cultivating students' ability to explore knowledge. Hands-on operation can leave students with thinking space, let their brains, hands and mouths move at the same time, show the process of knowledge formation from intuitive phenomena to abstract arithmetic, and disperse difficulties, thus internalizing new knowledge into a knowledge structure that meets their own cognitive level. Educator Suhomlinski said: "Children's thinking is inseparable from action, which is the source of intelligence and the starting point of thinking." Therefore, attaching importance to hands-on operation and cultivating students' practical ability have become an important link in classroom teaching. In the teaching of "Graphic Grouping (the second volume of Grade One Mathematics of People's Education Press)", starting from the operation, guiding students to cultivate their practical ability in independent evaluation can better optimize the teaching process, develop students' thinking and improve the teaching quality.
As can be seen from the above cases, students' initial findings are superficial, and then under the guidance of teachers, students are allowed to evaluate independently. They know what the characteristics of rectangles are, and rectangles can be transformed into other graphics by folding, cutting and spelling, which makes their knowledge gradually perfect. It is in this process that students deeply reflect on their own or others' findings, and have a positive discussion and even debate, which really allows students to participate in thinking activities. Students feel the fun of hands-on operation again in practice. This is undoubtedly beneficial to the development of students' hands-on operation ability.
Then, why can guiding students' independent evaluation promote the development of students' hands-on operation ability? From the above cases, we can get the following enlightenment:
1. Guiding students to carry out independent evaluation can not only truly establish students' dominant position in hands-on operation, but also establish students' dominant position in evaluation, so that they can get rid of the bondage of being accustomed to receiving teachers' guidance and evaluation, establish confidence in hands-on operation, and gain the experience of "I can do it".
2. Guiding students to evaluate independently and asking students to pay attention to their own or others' learning process can effectively arouse students' in-depth reflection on hands-on operation. To make a targeted evaluation of your own or others' findings, you must listen and think about what is good and what needs to be improved. The real intervention of this kind of thinking activity can not only make students "know what it is", but also make students "know what it is" the characteristics of graphics. This is a good way to cultivate their hands-on operation ability.
3. Guiding students to evaluate independently can also make students feel the charm of cooperative learning. The above cases clearly show that a person's discovery may not be perfect, but if everyone uses their brains and participates together, they may get a more perfect discovery. The so-called "three heads are better than one." The process of students' independent evaluation is a cooperative process of mobilizing everyone to participate in hands-on operation. Especially in the process of cooperation, communication and dialogue will surely ignite the wisdom spark of each collaborator, refine thinking and develop ability in sublation.
In mathematics classroom teaching, there should be various evaluation methods. In teaching, students' independent evaluation is the most important, and teachers should make full use of it in class. However, in classroom practice, there will be some problems in the implementation of independent evaluation, which need to be gradually improved in the future.
Self-evaluation is time-consuming, so teachers need to spend more energy on self-evaluation in order to achieve high-quality independent evaluation of teaching in effective preparation time. Teachers need to accumulate more understanding of individual students in peacetime, so as to be targeted in independent evaluation of teaching. This aspect puts higher demands on teachers, and some new teachers often seem at a loss. Therefore, in the new curriculum reform teaching, it is a brand-new challenge for teachers to improve the quality of independent evaluation.
As far as students are concerned, one of the problems of independent evaluation is that sometimes students tend to miss "points" and sometimes even go far from the topic. Although promoting students' divergent thinking is one of the goals of the new curriculum reform, if a class has no theme, it will have a great impact on the quality of the class. Therefore, when students deviate from the theme, teachers should remedy it in time and lead students' thinking to the theme of the classroom. At this time, teachers should grasp a "degree". Reasonable use of this evaluation method can neither fix students' thinking on a certain point, nor let students' thinking follow suit. This aspect also puts forward higher requirements for teachers.
In a word, self-evaluation teaching should be completed by both students and teachers. In independent evaluation, improving students' practical ability and expanding their thinking are not only the basic requirements for teachers, but also the basic direction of new curriculum reform, which teachers should pay full attention to.
The second volume of primary school mathematics teaching plan-understanding the teaching goal of graphic teaching design;
1, so that students have a certain perceptual knowledge of rectangles, squares, triangles and circles, know the names of these figures and can recognize them.
2. Cultivate students' abilities of preliminary observation, imagination and language expression.
3. Cultivate students' practical ability, the spirit of active exploration and the consciousness of cooperation with others.
Teaching preparation: some graphic paper products, school tools, multimedia courseware, scissors, etc.
Teaching method: group activities, with four people as a group and one group leader.
Teaching process:
First, create situations and introduce new lessons.
Introduction: Children, today the teacher brought you some old friends. Do you know them?
1. I recognize it.
Show cuboids, cubes and cylinders, and let the students know and say the names of the objects. (Courseware demonstration)
Select an object
Are there any of these things in your schoolbag? Let the children choose what they like. Have you chosen?
3. Preliminary perception (touch, draw, cut, cut and paste)
Teacher: Please choose a face to touch. How do you feel?
So, do you want to leave the touched surface on the paper? Who can come up with a good idea? Let the children choose the way they like, leave the touched noodles on paper and cut them with small scissors. Let's listen to music and see which children can cut fast and well.
Do you want to cut out your own graphics and post them to other children? (Teachers and students * * * paste the cut graphics together)
Second, reveal the topic
The graphics cut by the children are really beautiful. Do you want to see more clearly? Look! The teacher has moved the graphics you cut to the big screen.
Who can give these numbers a nice name?
Now, let's look at these figures. Are they similar?
Compare cuboids and cubes.
Transition: This is the new knowledge we learned today, understanding graphics.
Third, the actual operation
We already know these four kinds of graphics. Let's look around and pose.
1. Enclose it with a nail plate.
2. Swing with a small stick.
Fourth, recess activities.
Today, we know new graphics. Children, are you happy? Let's celebrate with songs! (Teachers and students sing Happy Clapping Song together)
Five, towards life, improve the ability
1, found (found the relevant graphics in life).
Teacher: Just now, we already know these four kinds of figures. Please consider them carefully. Do they exist in our lives? (Yes)
Please find out and tell your children if you find it!
2. distinguish. (The teacher shows some objects and points to related objects. )
Teacher: Little friend, you have found so many interesting graphics, and the teacher has found some back. Do you want to see it? Let's play a quick answer game, and the children who know it will stand up and say at once. What is this? What shape is its face? (The teacher shows several prepared physics courseware)
3. Count.
Look, how interesting math is. Even the graphics we learned today can make beautiful pictures. Children, let's count these interesting numbers together! (Courseware shows combined graphics)
Step 4 recognize it. (Multimedia display of traffic signs)
Look, children! What is this? (Traffic signs) What do these traffic signs mean? What are the graphs in each graph? Who would say? Cross the road and take the zebra crossing. Conduct traffic safety education: educate students to know traffic signs, obey traffic rules and drive safely. )
Sixth, innovative activities-be a small designer
1, import. (Multimedia shows the school gym and introduces "Little Designer". )
Teacher: What a clever boy! Do you know what this place is? (This is it.
The future gym of our school)
Is it beautiful? What graphics did the designer design with? What number is this? What about this? ......
It turns out that we can design such beautiful pictures with the graphics we learned today.
2. Design pictures.
Listen to music and design a beautiful picture with the graphics you learned today.
3. Report the results.
The teacher showed the designed graphics to the students for appreciation.
4. The teacher summed it up.
Other students' designs are also good. Shall we hold a "small exhibition" after class for everyone to comment on?
Today, each of our classmates has become a little designer. As long as we study hard, we will become famous designers when we grow up. The teacher believes that through your hands, we will definitely design our motherland to be more beautiful and spectacular!
Teaching design of mathematics "position" in the second volume of the first grade of People's Education Press (1) Introduction to dialogue
Teacher: Children, there are many lovely animals in our class today. They want to make friends with you (show their animal cards). Please introduce your position to which animal you want to make friends with and let it come to you.
Children introduce themselves and get animal cards.
Design intention: Make full use of the psychological characteristics of first-year students, introduce animal images that students like, directly stimulate interest and mobilize the interest and enthusiasm of the whole class.
(2) Create game activities to further perceive the place.
1, find a seat game
Teacher: Every little animal has a little secret behind it. Open it (there is a new seat number on the back of the animal card).
Teacher: First, find out where your new seat is with your eyes and talk to your partner (students talk to each other).
Teacher: What do you want to remind your friends before you act? Guide students to say mutual humility.
Students press the card to find seats.
Step 2 introduce the method
Teacher: Who can tell us how you found your seat so quickly? Answer by name
Teacher: With the help of small animals, the students found new seats, and some students were very helpful. It seems that the students have a good grasp of the front, back and forth. Your seat search just now is the "location" to learn today.
Text on the blackboard: location
Design intention: simply express the students' original position, and upgrade to let the students find the designated position in all the positions in the classroom, so that the students can further master and use the knowledge points of this lesson in the process of moving.
Step 3 introduce the new location
Teacher: You all have new seats and new study partners around you. Now please talk about your position in the group, and then ask the children to get up and tell you. (Say one more word)
4. roll call game
Teacher: Now let's play a roll call game. Let's see what the teacher does first
Team six, number three, stand up!
Let's hear it for 1 in Group 2!
..... where is it?
Who is the fourth in the third group?
Teacher: Who wants to be a referee like a teacher?
5. Further explore the relationship between locations.
Teacher: We can see that each student's position is different. What does the seat of the left and right classmates have to do with you? What does the position of those two classmates have to do with you?
Nomination panel report
Student: I am in a row with my classmates, and I am in a group with my classmates.
(3) Practical feedback
1, the teacher said: In daily life, there are many opportunities to sit in the right position. Do students like watching movies? Let's go to the movies today.
(1) The courseware shows the fourth question on page 8.
Teacher: Let's take a good look at the characteristics of the seats in the cinema.
Health: There are even numbers on the left and odd numbers on the right. The farther you go, the bigger the number.
(2) Teacher: The first little girl is holding Row 9 12. I don't know where to sit. Somebody help him. Go to the podium and point it out.
Teacher: How did you find this seat? (original answer)
Reading: Find seats for the rest of the children.
(3) class report, students say, teacher courseware demonstration.
Summary: We all found seats for the children. Look how happy they are! The little ant gave us another problem!
Design intention: To integrate mathematics knowledge into life scenes, so that students can experience the application of mathematics in life in practical operation. Really experience the life of mathematics.
2. The flip chart shows the fifth picture on page 8.
(1) scene import
Teacher: There are so many delicious foods that little ants love to eat, but it likes apples best. Let's help it think. How do small ants eat apples?
(2) the whole class communication
Teacher: The students are so clever that they have come up with so many ways. It is very grateful to you. Please help it complete the fifth question on page 8.
Students help children find their seats, and ants find delicious food. Xiao Bing and Xiao Ming also want to test us!
Complete the sixth question in the book, independently and collectively correct it.
Teacher: The students studied hard and solved many problems in real life. Now let's relax and play a little game: "Listen to irony".
Requirements: (1) If you are seated together, one will say and the other will do.
(2) A classmate said that the whole class should do it.
(3) One classmate does it and the whole class says it.
Design intention: Use this simple game to arouse students' enthusiasm again, so that students can consolidate their knowledge and improve their interest in learning.
work design
Related homework in the classroom workbook
design principle
Mathematics comes from life and acts on it. Classroom teaching should make students realize the close relationship between mathematics and daily life and its intrinsic value. This concept should also be reflected in the teaching of position. For example, finding one's own position, finding a seat in the cinema and other activities are often encountered in daily life. Through students' classroom simulation activities, students can experience the application of mathematics in life and improve their practical ability. The final game activities are not only interesting, but also consolidate the knowledge learned and improve students' interest in learning.
Textbook analysis
"Location" is the content of the first unit of the second volume of primary school mathematics in the compulsory education curriculum standard experimental textbook (PEP Edition). This lesson helps students experience spatial orientation by providing them with rich life and activity scenes. Before this lesson, the textbook has arranged knowledge learning from top to bottom, from front to back and from left to right according to the cognitive order of students' spatial orientation. This lesson integrates these directions and conducts comprehensive training and learning for students. Let students perceive the orientation and position more systematically and comprehensively.
Analysis of learning situation
First-year students have accumulated some perceptual experience in their daily life and through previous studies, but they may not be able to accurately judge the direction of up, down, back, left and right. This lesson helps students learn to distinguish: up, down, front, back, left and right, and then learn to determine the position of an object from two latitudes. For example, what group does a classmate sit in?
Teaching objectives
1, which can determine and describe the position of an object according to rows and columns under certain circumstances.
2. Develop the concept of space in the process of exploring the positional relationship of objects. Use the knowledge and methods learned to solve simple problems and cultivate practical ability.
3. Get a good emotional experience in the process of cooperation and communication. Combine activities to educate students to love labor, help others and abide by public order.
Important and difficult
The focus of this lesson is to determine the position of objects according to their grades.
The difficulty in teaching lies in being able to describe the position of an object in language.
Teaching strategies and means
This lesson stimulates students' interest in learning from real life through visual teaching AIDS such as wall charts and courseware. Through a series of simulation activities, students are more willing to integrate into classroom learning and improve their learning enthusiasm and effectiveness.