Draft of Mathematics Lecture for Grade Two in Primary School (3 articles)

# 2 # Introduction The study of mathematics can be said to be very boring. I recite formulas and do many types of questions. At this time, if teachers have a clear speech, it will greatly improve teaching efficiency, enhance classroom activity and improve students' interest in learning. Excellent teachers often have their own lecture style and gradually form their own unique teaching skills, which will become your charm. The following is an unorganized "Mathematics Demonstration Draft for Grade Two in Primary School (3 articles)", I hope it will help you.

A draft of a math lecture for the second grade of primary school

First, it is said that the line segment of the textbook is the content of the first volume of the second grade primary school mathematics of Jiangsu Education Publishing House. It is based on the fact that students have learned basic figures such as rectangles, and initially formed the concept of space. The textbook first introduces a line segment by observing and comparing the appearance of the straight line before and after straightening, and initially feels that the line segment is straight. Then combine familiar objects to make students understand that rulers, blackboard edges and creases can all be regarded as line segments. By comparing the creases of different lengths, we know that the line segments are long and short. Finally, the teaching uses rulers and other suitable tools to draw line segments.

According to the requirements of curriculum standards and teaching content, combined with the age characteristics of junior two students, I have set the following three-dimensional goals:

1, knowledge goal: get to know line segments, understand and summarize the characteristics of line segments, and learn to draw line segments.

2. Ability goal: in the observation operation, gradually cultivate students' awareness and ability of thinking and exploration, and develop students' spatial concept.

3. Emotion, attitude and values: further enhance students' curiosity and feel the close connection between mathematics and life.

The teaching focus of this lesson is to understand the characteristics of line segments, because line segments are abstract and difficult for students to understand. Therefore, it is difficult to clearly establish the representation of line segments in this course.

In order to better complete the teaching content of this lesson, I prepared multimedia courseware, wool, rectangular paper, watercolor pen, ruler and so on.

Second, students.

Senior two students can't express the essential characteristics of things in complete language, and their understanding is often superficial and fragmentary. It is difficult to promote their concept of line segment to a general and abstract understanding. At the same time, they like doing things and have a strong curiosity and thirst for knowledge, which are all favorable factors for learning.

Three. Oral English teaching methods and learning methods

Educators at all times and all over the world emphasize learners' experience, feelings and students' dominant position. Mathematics curriculum standards also put forward a new concept of providing students with opportunities to fully engage in mathematics activities and allowing students to gain rich experience in mathematics activities. Therefore, in this class, I will take students as the main body and guide them to participate in the whole process of learning, mainly using pleasant teaching method, experience perception method and guided inquiry method, so that students can learn through experience, master new knowledge through perception and perceive line segments in practice. In the teaching process, I consciously guide students to experience independent inquiry, cooperation and communication, hands-on practice and other learning methods, give full play to students' main role, and let students learn valuable mathematics and feel the charm of mathematics.

Fourth, talk about the teaching process.

In order to let students experience the formation of knowledge and strengthen the experience, I designed four teaching processes.

(A) the introduction of games to stimulate interest.

Math is very interesting. At the beginning of the course, I designed a simple interaction. First of all, I showed some stick figures to let students appreciate the beauty of lines, and initially established their impression of lines. Then I asked the children to draw their favorite lines on the paper with colored pens, select a few and stick them on the blackboard to guide the students to discuss. Are these lines the same? Who can classify them? In the process of classification, the initial perception line is straight and curved. In the relaxed and happy teaching situation, I revealed that the line Kingdom has many members. Today we are going to meet a new friend. His name is Line Segment.

(2) Actively participate and explore new knowledge.

1, feel the straightness of the line segment, where is the wisdom of the students? At their fingertips, I designed the process of watching, guessing, pulling and comparing in order to let students feel the straight line. Look, please observe the shape of the wool naturally placed on the table. Guess what will happen if you grab the two ends of the line with your hands and pull them to both sides? Pull, the students imitate the teacher and pull themselves. What's the difference between the line drawn in this way and the original line? On the basis of students' guess, the conclusion is: straight. After the students have fully operated, I pointed out that if the straight line is straight, then a section between the hands is a line segment.

2. Perceive the two endpoints of the line segment

First of all, inspire students to think, if you only hold one end of the line, can you form a line segment? After the students deny it, they point out that the two ends of the line with both hands are the endpoints of this line segment in mathematics, and emphasize that the line segment has two endpoints. Thus, two characteristics of the line segment are obtained:

1, straight.

2. There are two endpoints.

Then, I show the following exercises to strengthen my cognition. In this topic, I pay attention to catch students' mistakes and strengthen my understanding. As long as the two characteristics of a line segment are met, it is a line segment.

(3) Enrich appearances and enhance abilities.

In order to enrich students' cognition, I designed three links: finding line segments, folding line segments and drawing line segments.

1, find the line segment

Line segments are everywhere in life. I lead the students to look at the objects prepared before class and find out which objects have line segments. For example, one side of a math book can be regarded as a line segment. Please pick up your math book and find out which side can be regarded as a line segment. What other edges of an object can be regarded as line segments? Communicate the discovered line segment with children, and enhance understanding through discovery and touch. The enhanced line segment has two endpoints and is a summary of a straight line. Then lead the children to the kingdom of graphics to find. Ask the students to tell what these figures are and how many lines they enclose. In communication and comparison, students will find that several line segments are surrounded by several polygons.

2. The dotted line part

I asked the children to take out a rectangular piece of paper, fold it up, and then show the children at the same table the line segments they can see. Be sure to point out where the two endpoints of the line segment are, and then put forward higher requirements for the students. Can you fold a longer line than just now? How about shorter? In this way, folding in comparison and eclectic comparison can effectively guide students to discover the characteristics of long and short line segments and expand line segments.

Step 3 draw a line segment

Drawing a line segment is a comprehensive reflection of the understanding of the line segment. So, how to draw this good friend? This design fully mobilized the enthusiasm of students. In the process of painting, I strengthened the students' attention. Here, I send a children's song to give my classmates a warm reminder. Press the ruler with a little force with your left hand, and write gently with your right hand. Don't forget to draw the finish line. I ask questions on the basis of students' knowledge to activate students' individual thinking. Students think about which objects can be used to draw line segments. Through communication, students will find that objects with straight edges, such as pencil boxes and textbooks, can draw line segments. Then after students have such a higher understanding, encourage students to choose a method they like. Let's draw a line segment.

Through the process of finding, folding and drawing line segments, students can break through the difficulties of understanding line segments and effectively establish the representation of line segments.

(D) Practice consolidating and activating thinking

Exercise is a review and arrangement of teaching, and it is also a kind of infiltration and expansion. In order to let students consolidate what they have learned, I changed the exercises in the book into obstacle-breaking games. There are two points in the first level, and it is easy for students to understand that only one line segment can be drawn at two points. The second level is three points that are not on the same straight line. Understand the meaning of every two points, and then draw. When the last four o'clock comes out, let the students try to draw by themselves first. Some students draw 4 pictures and some students draw 6 pictures. Let the students who draw six pictures talk about how you draw them. How can we draw the line segments in an orderly way without omission, so as to infiltrate the idea of order into students and pave the way for senior three students to further learn the knowledge of permutation and combination. This is a series of math exercises at different levels, aiming at making classroom learning interesting, active and lively, and allowing students to express their opinions boldly, listen to others' ideas and deepen their understanding of line segments in the process of mutual communication and cooperation.

Generally speaking, in this class, I pay attention to playing the role of the teacher's organizer and creating a space for students to experience. In the interlocking and simple teaching process, hands-on observation, brain thinking and thinking expansion have achieved the expected teaching effect.

Draft of the second grade mathematics lecture in the second primary school

First, it is said that the content of the textbook is the objects and symmetrical figures observed in Unit 5 of the first volume of the second grade of the compulsory education curriculum standard experimental textbook "Mathematics". These contents are the necessary basis for learning the knowledge of space and graphics, and play an important role in helping students to establish the concept of space and cultivate their spatial imagination. Teaching materials are based on students' life experience, position and knowledge, and are taught with the help of real objects in life and students' operational activities.

Based on the above understanding, I have determined the teaching objectives of this course as follows:

1, knowledge goal: Through practical operation, we can initially understand that the shapes of objects seen from different angles are different, and learn to correctly judge the position of observers according to the shapes seen.

By understanding the phenomenon of axial symmetry, we can find and draw the axis of symmetry correctly.

2. Ability goal: cultivate students' observation ability, comparative ability and practical ability, develop students' initial concept of space, and infiltrate dialectical materialism that mathematics comes from life and is applied to life.

3. Emotional goal: to stimulate students' enthusiasm for learning through inquiry activities and cultivate students' ability to explore actively; Let students feel the beauty of symmetrical figures and learn to appreciate the beauty of mathematics.

Key points and difficulties:

The key point of this lesson is: learn to judge the position of the observer correctly according to the shape you see. Knowing the symmetry phenomenon, we can find and draw the symmetry axis correctly.

The difficulty of this lesson is to understand the symmetry phenomenon and find the symmetry axis.

Second, oral teaching methods

1. Curriculum Standard of Situational Teaching Method points out that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Therefore, the creation of scenes should be based on students' life experience and knowledge background. At the beginning of a new lesson, observing toy dogs and guessing activities with games can stimulate students' interest in learning, so as to review old knowledge and prepare for new knowledge. Then design a scene to draw a puppy, and let the students draw a puppy by hand. At first, they felt that the position was different and the shape of the puppy was different. Then, by designing the life scene of distributing gifts, students are stimulated to explore the learning climax of symmetrical graphics.

2. Demonstration method makes full use of visual image to promote students to rise from perceptual knowledge to rational knowledge. When teaching symmetrical graphics, students can get perceptual knowledge by dynamically demonstrating the completely overlapped pictures of symmetrical graphics after being folded in half by computer. Then use computer to demonstrate the symmetrical things in life, let students feel the beauty of symmetry, learn to appreciate the beauty of mathematics, and infiltrate the idea that mathematics comes from life and is used in life.

3. When using the discovery method to teach symmetrical figures, the teacher sends a group of pictures to the study group to guide the students to observe carefully, fold and draw a picture, and classify them on the basis of observation and discovery. When students separate symmetrical and asymmetrical figures, guide them to observe and discover again. The role of teachers is to organize discovery activities, pay attention to students in the activities, and let students learn new knowledge and experience the exploration process.

Third, theoretical study.

Curriculum standards point out that effective mathematics learning activities can not only rely on imitation and memory, but also practical, independent exploration and cooperative communication are important ways for students to learn mathematics. Practical operation and independent inquiry are also the main ways for students to learn new knowledge in this course, and at the same time pay attention to the guidance of learning methods.

1. Practical operation method. Modern educational psychology believes that the development of children's thinking is the transition from concrete thinking in images to abstract thinking. They need to learn knowledge and develop wisdom through various activities. Therefore, in the teaching example of 1, each student is designed to draw the shape of the observed puppy, and through hands-on painting, he can personally feel and experience that the shape seen by observing objects from different angles is different, and gradually develop the concept of space.

2. In the teaching of independent inquiry method, students' dominant position and participation in the process of knowledge formation are emphasized, so as to always provide students with sufficient learning materials, create sufficient learning space and time, let students explore independently, experience the process of knowledge formation and cultivate the ability of active inquiry. For example, when teaching symmetrical graphics, students carefully observe, compare and analyze the characteristics of symmetrical graphics in activities such as overlapping, drawing and comparing.

3. Observe the law 1 Observe the object and the observation in the symmetrical figure teaching of Example 2 is a good learning method. For example, when teaching example 1, the observation purpose is clear. The teacher asked the students to observe the toy dog and draw a puppy, and then observe the puppies drawn by other students. After the observation, the teacher organized a discussion to discuss why students draw different shapes for the same puppy. This arrangement not only gives students the opportunity to think independently, but also teaches students the thinking method of observation.

Fourth, talk about teaching procedures.

This lesson is mainly completed by five links.

(A) observation and exploration to cultivate students' concept of space

1. Let the students guess what objects they observe today, and then show the toy dog.

2. Clear the position, let the students in the group talk to each other, and guess what you might see when sitting on the puppy.

In this way, the teaching design grasps the characteristics of children's love of playing, actively arouses students' interest in learning, clarifies learning content, reviews old knowledge and prepares for exploring new knowledge.

Step 3 draw a puppy

Let the students sit in their seats and draw the dogs they see. The teacher chooses a picture of a puppy from the front, back and side, and projects the students' works.

4. Questioning understanding

Guide the students to observe and compare the same puppy. Why do they draw different shapes? Organize each group of students to discuss.

Then report the results. Finally, the summary of the introduction: Because the three students observed different positions, they saw different shapes of puppies.

5, comprehensive observation, experience new knowledge.

On this basis, further guide the overall observation. At this time, let the students observe the puppy comprehensively in their favorite way, and guide and summarize that if you want to know an object, you must observe it comprehensively.

6, knowledge application

In this kind of teaching, four students sit in four directions, observe the same object, draw what they see, then organize themselves to question the reasons, and then observe the object in their favorite way. This design conforms to children's cognitive law, cultivates students' spatial imagination and fully embodies the concept of the new curriculum.

(B) cooperative exploration, understanding of symmetrical graphics

1, guide the classification, and initially perceive the characteristics of symmetric graphics.

First of all, the teacher let the students enter the climax of exploration through the scene of distributing gifts. There are four symmetrical figures and one asymmetrical figure in this gift. The teacher guides the students to observe these figures carefully first, then fold them up, compare them, talk about what they have found, classify them and communicate in groups.

Classification method report. When some students say that combs belong to the same category, tigers, butterflies, leaves and ladybugs belong to the same category, guide all students to observe the operation again and find that the two sides of these figures are indeed the same and equal in size. A preliminary understanding of the characteristics of symmetrical figures.

Then the computer verifies and reveals what a symmetrical figure is on this basis.

2. Know the axis of symmetry

Draft of the second grade mathematics lecture in the third primary school

First of all, say textbook. Hello, judge. Today, I said that the content of the class is the multiplication formula of seven, the third volume of nine-year compulsory education in Hebei Education Edition

Before that, students had already had the multiplication formula of 1~6 as the basis. This lesson requires students to remember the formula of multiplication of seven on the basis of understanding its meaning, and to use it in their daily life, which also lays a good foundation for the following formula learning. Looking at the students' knowledge base and the analysis of teaching materials, I established the teaching objectives, teaching priorities and difficulties of this course.

Second, talk about teaching objectives

The main goal of this course

1, knowledge and skills:

Let the students go through the process of group cooperative learning and summarize the multiplication formula of 7. Remember the multiplication formula of 7, and you will use it to calculate.

2. In terms of process and method, students are required to sum up the multiplication formula of 7 in calculation and counting.

3. Emotion, attitude and values: Encourage students to actively participate in group cooperative learning and cultivate the awareness of cooperation and communication with others.

Third, teaching focuses on difficulties.

Among them, the teaching difficulty of this course is to let students remember and use the multiplication formula of seven on the basis of understanding its meaning.

Fourth, oral teaching AIDS and learning tools.

The teaching AIDS and learning tools I use in this class mainly include multimedia courseware and finding a friend card.

Verb (abbreviation of verb) oral teaching method and learning method

How to highlight key points, break through difficulties and achieve the above three-dimensional goals? According to the characteristics of teaching materials, I will take multimedia as the main teaching method and group cooperative learning as the main teaching method. Create situations in teaching, provide students with rich, vivid and intuitive observation materials, stimulate students' enthusiasm and initiative in learning, and let students do the multiplication formula of 7 by themselves, count and summarize. From the perspective of cultivating students' cooperative consciousness, the teaching of this course is mainly based on students' group cooperative learning, which is completed in the following three links.

1, cleverly set up the game and review the import.

2. Cooperate and exchange, and explore new knowledge.

3. Consolidate and improve, and deepen the application.

Six, said the overall design

Let me talk about the overall design of this class from these three aspects.

A clever game, review and import.

In this link, use games that students are interested in to stimulate students' interest. "Classmates, let's play a game of driving a train back formula, shall we? When a teacher calls a classmate, he will recite that classmate's multiplication formula from one to six. Every train will win and lose. " Grade two students are enthusiastic about games and activities. Starting with games, we can stimulate students' interest in learning, that is, review existing old knowledge and arouse students' enthusiasm, thus helping students to establish confidence in learning the multiplication formula of seven. After the game, I made the following summary. Everyone has learned the multiplication formula from one to six well. Today we will learn the multiplication formula of 7, thus introducing a new lesson.

(two) cooperation and exchange, explore new knowledge.

This link is the process of acquiring new knowledge, mainly to let students memorize the formula of multiplication of seven on the basis of understanding its meaning. This is one of the key and difficult points in this class. In order to highlight this key point and solve this difficulty, I will teach with the basic idea of students' cooperative communication and independent inquiry, so that students can find problems in counting and solve problems in cooperative communication. This link will be completed in three steps.

The first step is the life scene, introducing communication.

In this step, I start with the insects that students are familiar with, and skillfully set questions to stimulate students' interest. "Students, before studying, the teacher asks you a question first. What insects have you seen in your life? Some students may answer, I have seen caterpillars in grandma's yard. Some students may also answer, I have seen dragonflies and butterflies on flowers. Students' answers may vary. At this time, I introduced the knowledge window about ladybugs (showing courseware knowledge window) in time to let students know about insects and learn in lively and interesting situations. Fully mobilize students' original knowledge and experience, and encourage students to observe life carefully. At the same time, it also paves the way for later observation of the theme map.

The second step is to cooperate and exchange and explore independently.

After the students learned about insects, I showed the courseware to guide the students to observe the theme map. I asked the second question, "Have you seen so many insects?". Teacher, here is a picture. What do you find in the picture? " The purpose of asking this question is to let students find that one seven is seven and two sevens are fourteen by observing the insect-ladybug in the picture. This is the key and difficult point of this lesson. Students may not find out soon, but I don't want to give students some hints at the beginning. Because only after careful thinking, students who have counted by hand will be impressed. If the students still can't find out, in order to better let the students participate in the learning activities, I designed a link to become a small examiner: using the theme map to let the students ask each other questions. In this process, I give full play to the students' main role and follow the students' ideas. Some students may suggest that there are five ladybugs on a towel gourd seedling and two ladybugs on another towel gourd seedling. How many ladybugs are there? Some students may ask, "How many points are there in one ladybug and two ladybugs?" It is natural for students to ask such questions, which is exactly what I need. So I asked, "What about three and four? How about seven o'clock? What do you think? " Students' answers may vary. I'm not going to draw any conclusions about this, but I just want to arouse students' thirst for knowledge through their cognitive conflicts. Obviously, this goal has been achieved, so after the students answered, I drew Dr. Rabbit that the students liked. (Dr. Rabbit shows the courseware). By observing the theme map and using the questions raised by children, the multiplication formula of seven is skillfully and naturally moved to group communication. In the process of group cooperation and students' independent exploration, teachers participate in it. When the group members encounter communication difficulties, the teacher can guide them in time (show the ladybug diagram of the courseware). In the whole process, students independently look for problems to be solved and explore ways to solve them. Teachers only play a guiding role.

The third step is to summarize and consolidate the memory.

After the students fully exchange and discuss, draw out the blue mouse that the students like. (Show the courseware Blue Mouse) Speak and communicate in groups in the class. At this time, I asked the first question: How did you calculate this group? What did you find? Speaking my own multiplication formula through classroom communication, in this process, the students' expression may not be accurate enough, so I revised and supplemented it with the help of the multimedia courseware "Self-study Results of Ladybugs" (showing the self-study results of Ladybugs). Ask the students to discuss what good methods you have to memorize these formulas quickly. In teaching, I don't intend to emphasize the advantages and disadvantages of various memory methods, nor do I deliberately remind students which method is simple, but let students use their favorite method. Because students' cognitive level has a gradual process. Students should be encouraged as long as they express their meaning clearly. It is very important to further cultivate students' interest in learning and their attitude towards autonomous learning. Then let the students read the multiplication formula of seven. Reciting the multiplication formula of seven will finally come naturally, highlight the key points and break through the difficulties.