Design of lesson plan for first-grade mathematics volume "Up, Down, Front and Back" published by People's Education Press

"Up, Down, Before and After" Lesson Plan (1)

Teaching Objectives

1. Be able to experience in specific life practice or game situations The position and order of up and down, front and back.

2. Cultivate students’ spatial concepts of up and down, front and back.

3. Enable students to accurately judge the position of up, down, front and back.

4. Let students understand the relativity of position.

Key points and difficulties in teaching

Teaching focus: Correctly identify the position and sequence of up and down, front and back.

Teaching difficulties: Cultivating students’ spatial concepts of up and down, front and back.

Teaching tools

Courseware

Teaching process

1. Create situations and introduce new lessons

Teacher: Teacher Goat wants to teach the students to draw a smiling face. Look, what is missing on it?

(Courseware shown)

Teacher: Where should we draw the eyes on the nose?

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Where should we draw the mouth on the nose?

Teacher: Today we are going to learn? Up, down, front and back?

Blackboard writing topic: Up, down, front and back

2. New teaching knowledge:

(1) Teaching content

1. Show courseware: theme map

(1) Teacher: Look at the picture What are there? (Students’ oral answer: Yes, cars, trains and ships)

Teacher: Think about it carefully: Who is above whom? Who is below whom to describe their positional relationship?

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Writing on the blackboard:

(2) Teacher: Let me first look at the positional relationship between cars and trains.

(3) Courseware Presentation: Trains and Ships

Teacher: Who is on top? Who is on the bottom?

Teacher: Who can tell me, who is down? Who is above whom? Who is below whom?

Teacher’s explanation of the diagram: Yousheng said: “The train is under the ship?” The teacher promptly asked: “Is it below?”

Teacher Summary: For a train, the train is below the car. For a train, the train is above the ship. Sometimes the train is above and sometimes below. Why?

Teacher's finger chart Summary after the explanation: When we talk about the positional relationship between up and down in the future, we will also say who is above and below whom.

2. Teacher: Let’s take a look at the classroom. Can you tell me who is above whom? Who is below whom?

2. Put the math textbook on Put it on the desk first, put the exercise book on top of the textbook, and put the pencil case on top of the exercise book. People in the same position tell each other who is on top of who and who is below who.

Division inspection and guidance

Named reports and exchanges.

3. Before and after

(1) Transition: Teacher: We have just learned about the two positional relationships of upper and lower. In our lives, there are not only two positional relationships of upper and lower. , and other positional relationships.

(2) Find activities before and after.

(The teacher asked three children to stand up.) Can the positional relationship between the three of them be expressed by up and down?

Teacher: Who is at the front and who is at the back? .

Teacher: Who can use it? Who is in front of whom, who is behind whom? Say a word?

The teacher pointed the student to stand up and asked: Who is in front of her? Who is behind you?

Teacher: Let the two of you in the same position tell each other who is in front of you and who is behind you.

Live activities.

(3) The courseware shows the theme map

Teacher: Please observe carefully, who can tell who is in front of whom among cars, trucks and buses? Who is behind?

3. Consolidation exercises

1. Forest Games (courseware demonstration)

(1) The competition has started, who is in the front? Who is at the back?

(2) Who is in front of Little Rabbit? Who is behind Little Rabbit?

Teacher: There is something wrong with what he said before. Who can help him? whole.

Teacher: Who won the championship?

2. Courseware presented: Kart race:

2. The kart race has begun

(1 Car No. 1 is in front of car No. ( ) and behind car No. ( ).

(2)Car No. 1 is ranked (　);

Car No. 5 is behind car No. (　), (encourage students in time)

In ( ) in front of the number.

3. The courseware shows "The New Tortoise and the Hare"

The teacher tells the story of the tortoise and the hare, and provides ideological education to the students. We should not be proud when we study, but should be like the little turtle. Study equally hard.

Teacher: The game has begun. Who can tell me about the positional relationship between the rabbit and the tortoise?

Teacher: In addition to using "before and after" to express the relationship between them, you can also use "before and after" to express it. What does it mean? Look at them climbing a mountain.

Teacher: Now that we are down the mountain, who can tell us about the positional relationship between the tortoise and the rabbit?

Teacher: The tortoise has won. We must also find ways to use our own strength in our studies. Advantages can lead to learning and progress.

4. Show the courseware on the bookcase

The teacher asked: Which side of the doll is the book on? Which side of the basketball is the cup on? What is the desk lamp on?

5 , The courseware is shown on the bookcase:

Guess: there are 5 children in front of the naughty one and 4 in the back

The teacher explains.

6. Observe the pictures of the classroom and talk about the positional relationship between the desks and the lecture desks in the classroom.

7. The teacher stands in front of the students, facing the students, and asks the students to talk about the positional relationship between teachers and students. Point out: in the future, when talking about before and after, you should say who is in front of whom and who is behind whom.

8. Students talk to each other.

9. What is on the blackboard? (Lights) Who can tell me their position and relationship?

Imagine, what is on top of us?

We What's below?

IV. Class Summary

Today we learned about up, down, front and back? Have you learned the "Up, Down, Front and Back" lesson plan (2)

Teaching objectives

1. In specific activities, let students experience the position and sequence of up and down, front and back, and initially cultivate students' spatial concepts.

2. Can determine the position and order of objects up and down, front and back, and express them in their own language.

3. Experience the formation process of spatial position relationships of up and down, front and back, and initially experience the method of understanding the spatial position of objects.

4. Enable students to gain positive emotional experiences in learning activities and further stimulate students’ interest in learning.

Important and difficult points in teaching

Key points in teaching: Be able to determine the position and order of objects up and down, front and back, and be able to express them in your own language.

Teaching difficulties: Cultivate students' certain ability to identify spatial orientation.

Teaching process

1. Create situations and perceive locations

Teacher: Nowadays, the traffic is convenient and orderly. Everyone abides by the traffic rules. Do you want to go? Want to take a look? Please look at the picture. (Picture 1: Cars passing through the intersection, pedestrians waiting; Picture 2: Cars stopped, pedestrians crossing the zebra crossing)

2. Exploring new knowledge

(1) Teaching? Up and down ? positional relationship.

①Observe the picture and recognize the positional relationship between the top and bottom.

Teacher: Do you know what directs such an orderly traffic? (Traffic lights)

Teacher: Yes, they are traffic lights. They are really useful.

Teacher: Children, please observe carefully, how are the red, yellow, and green lights here arranged? Talk softly to the children at the same table.

Related practical questions: Just now, the students clearly explained the relationship between the upper and lower positions of the three lamps (writing on the blackboard: up and down)

Look again, in our classroom Is there such a relationship between upper and lower positions? What about our bodies?

②Practice.

Put the math book on top of the desk, put the pencil case on top of the math book, and then put your hands on the pencil case.

Tell me, what is on the top of the math book? What is under your hands?

(2) Teaching? The positional relationship between front and back.

① Recognize the positional relationship between front and back.

Next, please let the children continue to look at the picture. The green light is on and the car continues to move forward. At this time, there are several cars on the picture. Can you use the words "front and back" to explain what they are? What about the positional relationship?

Student communication. (Teacher writes on the blackboard: front and back)

Teacher: Which car do you like? Use "front and back" to describe its location.

②Practice.

A. Show the twelve zodiac signs and ask students to talk about who is at the front, who is at the back, who is in front of whom, and who is behind whom.

B. The seats in the classroom also have a front-to-back relationship. Look at who is in front of your seat and who is behind you. It can also be said that you are in front of this classmate and behind another classmate (the student who is read please stand up). You can also ask: Counting from front to back, how many people are in front of him? And behind him?

3. Apply knowledge and consolidate practice

(1) Teachers and students play together? Do a Make a game of? Then the two people at the same table got out of their seats and played a game of telling directions and locations while clapping their hands.

(2) Play the "sarcasm" game.

IV. Summary of doubts

What have we learned today? (The teacher points to the writing on the blackboard)

? Up, down, front and back? We will often encounter in life, Can you give an example to the teacher?

After learning the positional knowledge of "up, down, front, and back", we must know how to apply them in life. Ask the children to tell their parents about the top, bottom, front, and back of the towel after they go home.

After-class exercises

Complete the after-class exercises.