Lecture notes of small library

As a selfless teacher, we often need to use class notes, which can better organize teaching activities. How to write the speech? The following is the speech of "Little Library" compiled by me for you. I hope it will help you.

Lecture Notes of Little Library 1 First of all, talk about the teaching materials.

The content of this lesson is on page 59 of the second grade of primary school mathematics in Beijing Normal University. The main contents include library theme map, calculation, try and practice.

In this class, according to the content of the textbook, the teacher carefully designed the problem situation of the library from the age characteristics and cognitive rules of students, so that students can ask questions, solve problems and master reasoning in specific situations, and cultivate their ability to ask questions, analyze problems and solve problems. At the same time, it also cultivates students' observation ability, stimulates students' interest in learning, and makes students truly realize that there is mathematics everywhere in life, and mathematics comes from life.

Teaching objectives:

1, in a lively situation, stimulate students' interest in learning, develop students' thinking ability, and cultivate students' sense of cooperation and spirit of active exploration.

2. Through observation, operation and other learning activities, let students master the calculation method of three-digit subtraction and experience the diversification of calculation methods.

3. Feel the close connection between the calculation of numbers and life, further understand the significance of subtraction, and cultivate the ability to observe, practice and use mathematics to solve problems.

(B) teaching focus:

Make students understand and master the vertical calculation method of three-digit subtraction (abdication subtraction).

(3) Teaching difficulties:

Understand the operation of different algorithms, especially the abdication method.

Second, talk about teaching methods and learning methods.

Students' experience and activities are the basis of their learning mathematics. According to the basic concept of the new mathematics curriculum standard, the teachers of this class carefully design teaching scenes and students' learning activities, make full use of teaching AIDS and multimedia teaching methods, mobilize students' multiple senses to participate in learning, and let students use what they have learned to solve mathematical problems in real life. The whole class is based on situational teaching activities, and the teaching contents are clearly and interestingly strung together, and novel animation stories are designed to stimulate students' desire for knowledge as much as possible. The teaching process is closely linked with the teaching materials, step by step and interlocking. Teachers can guide students in time according to their actual situation, so that the whole class can successfully complete the teaching tasks.

Effective learning means encouraging students to practice, explore independently and study cooperatively. In the teaching of this course, I pay attention to the organic combination of practical operation and intuitive demonstration activities, so that students can have concrete models to express the appearance of calculation as support, avoid simple recitation of calculation rules and boring exercises, increase the thinking content of calculation and improve the accuracy of calculation.

Third, talk about design ideas.

In order to make students actively participate in mathematics learning activities and have curiosity and thirst for knowledge about mathematics, in this class, the teacher created a situation to visit the library, and guided students to naturally think about related mathematics problems through three kinds of books on the children's bookcase in the library, and generated the desire and interest to solve these problems, so as to make students actively participate in learning activities. In order to enable students to better master and consolidate the knowledge they have learned, a one-day tour of the smart park was created in the consolidation exercise, and with the participation of cartoon star fashionistas, students completed a group of exercises in a pleasant play, which consolidated the knowledge they have learned in this lesson.

At the same time, in this class, in order to highlight students' dominant position and strive to create a democratic and harmonious learning atmosphere, teachers first ask students to ask different math problems according to the information provided by the library, and they can explore and solve them by themselves, so that students can not only ask and solve problems that can be solved by existing knowledge, but also come up with various calculation methods through independent exploration and bold attempts. For all kinds of algorithms that students come up with themselves, the teacher asks students to say their own ideas and how to calculate them. Compared with other students' algorithms, which algorithm do you prefer and why? Attach importance to students' opinions, provide students with sufficient thinking space, promote the interaction between teachers and students in classroom teaching and promote students' active development. Secondly, the design of exercises is from easy to difficult, with clear levels and various forms, including basic exercises (such as vertical calculation in the competition field) and arithmetic consolidation (such as judgment and error correction in the love garden), so that students can consolidate their knowledge and develop their abilities. In the final exercise of Colorful Flower Shop, teachers make full use of open questions to train students' divergent thinking and let students practice subjectively, which not only improves students' participation consciousness, but also trains students' thinking flexibility and achieves the effect of cultivating students' thinking ability.

Fourth, talk about the teaching process

(1) courseware import.

Students in extracurricular groups like reading very much. They often go to the small library to learn fresh nutrition after lunch. Look, they are concentrating on learning knowledge!

Dialogue platform

(2) playing middle school

1, look.

Guide students to find and ask questions according to the statistical table.

(1) Do you know the books in the small library? Show me the statistics. Who can tell me what you know from the table?

(2) According to the information in the table, what valuable mathematical questions can you ask?

Think independently before communicating with friends.

Transition: Today we are going to learn the calculation method of three-digit subtraction.

2. Do the math.

Explore and master the calculation method of three-digit subtraction.

How many story books are there than comic books?

(2) Naming report, teacher blackboard writing 236- 1 18=

③ Look at the formula and try to estimate the range of the number.

(4) tell the process of estimation.

⑤ Calculation. How to calculate 236- 1 18?

Students are required to cooperate and communicate in groups on the basis of independent thinking.

⑥ Report and communicate in groups in class.

(2) mention it.

Further guide students to ask questions about finding the difference between the two books.

According to the book list, what are the math problems that can be solved?

(2) roll call answer, the teacher wrote on the blackboard.

(3) Let students try to solve it with existing knowledge.

(4) Tell the number of reports and the calculation process.

3. Give it a try.

Explore the method of subtraction checking calculation.

(1) Show the first two pictures and tell the meaning of the pictures.

(2) Combined with the actual discussion: Is it right to find 32 yuan?

(3) Summarize two methods of subtraction check.

(4) Complete the test on page 57 of the textbook and check it with your favorite method.

4. discuss it.

Discussion on continuous abdication algorithm in pen subtraction.

How to calculate (1)300-97?

Discuss in groups to see which group has the most methods. The simplest.

(2) Communication and reporting among groups.

Ask students to describe the calculation process in the report.

(3) Emphasis: when calculating subtraction with a pen, especially when there are several zeros at the end of the minuend, one digit is not enough to be subtracted, and the ten digits are 0, so you should abdicate from the digits that are not 0, and 0 will be regarded as 9 subtraction after abdicating from 1.

(4) Look at the blackboard and choose your favorite algorithm to say it again.

5. Think about it.

Summarize the rules of pen subtraction according to your own learning process.

(1) I tried to combine the comparative subtraction rule of numbers within 100 and summarize the written subtraction rule of numbers within 10000.

(2) communicate in groups and improve the notes of pen subtraction.

(3) In-class report: What should I pay attention to when using vertical calculation subtraction?

(4) Write a note below.

(5) Use the written calculation rules and problems that should be paid attention to to to independently complete the 59-page topic and exchange calculation methods with each other.

6. discuss it.

Discussion on checking calculation method of addition formula.

(1) Show me 747+87=? Independent calculation.

(2) What methods can be used to check? Communicate with your peers.

(3) checking method of statements.

(3) Learning by doing

1. Complete the question on page 62 of the textbook 1.

2. Complete the second question on page 62 of the textbook.

(1) Practice the subtraction of three digits through animal card games.

(2) Practice adding three numbers with these four animal cards.

You must finish the third question on page 63 of the textbook.

Let the students judge the right and wrong of these three questions first, then point out where the mistakes are and why they happen, and correct them.

Teaching Content of Lecture Notes 2 in Small Library

The experimental textbook of compulsory education curriculum standard, Beijing Normal University Edition, Grade One, Unit 5, Page 59-60, Small Library and Practice 1~4.

Teaching material analysis:

"Small Library" is the content of Unit 5, Book 2, Grade One Mathematics, Beijing Normal University Press. It is taught on the basis of two digits plus one digit and two digits plus two digits (carry plus), paving the way for "two digits minus two digits (abdication minus)". The content of this lesson plays a connecting role. This part emphasizes the process of abstracting the formula from the actual situation, which helps students to deepen their understanding of the significance of subtraction, realize the close relationship between calculation and daily life, and cultivate their ability to ask questions and solve practical problems.

Analysis of learning situation:

Students have just learned the carry addition of two digits, and have the foundation of abdication subtraction within 20 years. The abdication subtraction of two digits and one digit should not be difficult for most students. They can use their knowledge to break through the content of this lesson through positive migration. At the same time, the children in Grade One are smart, lively, imaginative and fond of math activities. Therefore, in teaching, as long as teachers design all kinds of interesting and open activities, they will certainly activate students' thinking, stimulate their enthusiasm for learning, and let them actively participate in and take the initiative to learn.

Teaching objectives

1, knowledge objective: let students experience the process of exploring the calculation method of two-digit MINUS one-digit subtraction, and master the calculation method of subtraction.

2. Ability goal: develop students' mathematical thinking, improve their ability to solve problems, and cultivate students' exploration consciousness and good study habits in the process of exploring calculation methods.

3. Emotional goal: cultivate students' positive emotions in learning mathematics, encourage students to explore ways to solve problems, and experience the joy of cooperation and communication with peers.

Teaching focus:

Explore and master the calculation method of two-digit MINUS one-digit abdication reduction under specific circumstances, and experience the diversification of calculation methods.

Teaching difficulties:

Understand the principle of vertical calculation

Teaching AIDS:

Teachers' appliances: teaching courseware, oral cards, counters, sticks.

Student equipment: sticks, counters.

Speaking, learning and teaching methods

1, let students learn mathematics in vivid and concrete situations.

"Mathematics Curriculum Standard" clearly points out: "We should try our best to choose the mathematics problems that students are interested in from familiar life scenes, stimulate students' interest and motivation in learning, and make them feel the close relationship between mathematics and daily life. "Therefore, in the design teaching, according to the life scene of the" small library "in the book, I added vivid and interesting scenes such as" sending small animals home "and" small bookmarks "that run through the class, making education entertaining and making children feel the beauty, happiness and infinite charm of mathematics.

2. Experience the process of exploring calculation methods and the diversity of algorithms.

I encourage and respect students' independent thinking, so that children can have different thinking sparks. Through cooperation and communication with others, we will constantly improve our own methods, teach and learn from each other, and realize that "everyone can get the necessary mathematics, and different people can get different development in mathematics."

3. Provide a platform for thinking and discussion, and guide students to cooperate and communicate.

Independent thinking and cooperative communication are important ways for students to learn mathematics. In teaching, I arranged two cooperative exchanges. One is that students in the group exchange their own algorithms, and the other is that students in the group complete "small bookmarks" together, consciously cultivate students' desire to communicate with others and learn to cooperate with others.

4. Classroom evaluation makes evaluation a "gas station" to promote teaching.

The New Curriculum Standard puts forward people-oriented and pays attention to students' developmental evaluation in students' evaluation. In teaching, I pay attention to evaluating students from multiple angles, give them the joy of success, and make classroom evaluation glow with artistic charm with a love.

Teaching process:

First, create a situation-get information-and cause problems.

1, create a situation

Teacher: Students, do you like reading? Ladies and gentlemen, what is this place? Do students like going to the library? Why?

Teacher: Our good friend is very naughty. Ding Ding and Xiao Xiao often borrow books from the library. Look! What do you see when you look at the picture?

Teacher: Students borrow books, librarians and aunts count. Do you want to know? (Show the form) Observe the form. What information can you get from this form? It's the first time for students to come into contact with the problem of form application, so the teacher will tell the students what the form looks like first. By the way, who can say it completely?

[Design intention: According to the situation of the textbook, this link is to let students observe statistics, ask questions and realize that mathematics comes from life. At the same time, students ask their own questions and are more willing to solve them themselves, laying the foundation for later study. ]

2. Problems caused by obtaining information

If you are an administrator, what do you want to know? Write three questions on the blackboard according to the questions.

Division; You can express mathematical information and problems completely. These problems are exactly what the administrator aunt wants to solve. Help her solve this class!

[Design intention: pay attention to the cultivation of language habits. Continue to cultivate students' problem consciousness and limit the scope of the problem, because to cultivate students' problem consciousness, we should not only let students ask questions in situations, but also ask questions and communicate in activities, limit the scope of the problem, avoid deviating from the theme, save more time and ensure effective interaction in the process of exploring the problem. ]

Second, exploration-cooperation-exchange

Please look at this problem with the teacher.

1, how to use the formula? Report 33-7 =

What does 2.33 mean? How about seven o'clock?

[Design intention: the spirit of the new curriculum standard, combining calculation teaching with problem solving "past application problem teaching"]

How do you want to calculate? Listen to the requirements before operation. Do the calculation in your favorite way. In the calculation process, you can also operate with the help of joystick and counter. After that, you can talk to your deskmate about your algorithm

Communication summary (the courseware shows four methods, and students may have many other methods), with special emphasis on vertical methods.

Everyone has done this calculation. Can you tell me more about your algorithm? The demonstration process of teachers' courseware (vertical arrangement is the focus of this class, so it is emphasized).

Teacher: Have you found anything from these methods? Although these methods are presented in different ways, the mathematical principle is the same. When the number of digits is not enough, you should borrow 1 from the previous digit (that is, ten digits), and 1 from the tenth digit is equivalent to 10 from this digit, so it is enough to subtract one digit, and the ten digits that help others are less than 1.

Teacher: In this class, we are studying abdication subtraction of two digits minus one digit.

[Design Intention: The design purpose of this link is to let students start to operate independently and solve problems. Experience the formation process of knowledge personally, constantly improve and optimize your own algorithm through communication and comparison with peers, and highlight key points and break through difficulties through independent calculation, group communication and class communication. This algorithm is diversified, paying attention to calculation methods and paying full attention to students' individual differences, so that they can compete in cooperation and develop in communication. ]

Third, consolidate new knowledge and expand application.

(1) Now use the vertical method to solve the other two problems! Tell me about your calculation process?

[Design intention: In view of the questions raised by students, due to time reasons, try to solve the problem of how many story books are left? How many comic books are left? Students finish independently, communicate with the whole class, talk about the process of vertical calculation, and consolidate the abdication subtraction algorithm of two-digit MINUS one. ]

(2) Teacher: Now we know how many of these three books are left. Because there are limited books left, let's each choose a book to read first, and students can exchange it after reading it, ok? Which book do you want to read? According to everyone's requirements, send out the "books" (prepared pictures) that students want to read.

[Design intent: Each book is a different exercise after opening. It is fresh, exciting and serious for students to complete exercises in this situation. This arrangement makes the main situation of the small library more complete. ]

1. The title of the cartoon is: Three big trees in the forest are sick. Please be a little doctor and help them.

2. The title of "storybook" is: Bookmarks (each group has a title card, each person has a question, see which group answers correctly quickly, and the winning group will be given bookmarks as prizes).

3. The title of Children's Pictorial is: Love small moves, students find a home for small animals, and guide students to think independently. It is found that as long as the number of recipes in the hands of small animals is the same as the number plate on the car, small animals can go home by car.

4, reading festival activities:

Design Intention: Students can do many things with diverse thinking, which not only mobilizes their enthusiasm, but also makes a breakthrough in the focus of this class.

Fourth, summary evaluation:

What do you think you have learned from this lesson? You can sum up the performance of yourself or your classmates.

[Design intention: share the harvest of this class with students happily, carry out mutual evaluation between teachers and students, and finally put forward the hope that every child will become a caring person in life.

In this link, cultivate students' self-evaluation ability, encourage students to use their brains actively and speak enthusiastically, and at the same time arouse students' expectations for the next math class. ]

For the teaching of this course, my design intention is to make the class lively, active and independent, so that students can know and understand mathematics in pleasant learning activities, acquire knowledge and cultivate innovative consciousness and practical ability.

The teaching content of lecture 3 in small library;

Nine-year compulsory education Beijing Normal University Edition Volume 4 Unit 6 "Small Library"

Teaching objectives:

1, explore and master the calculation rules of three-digit subtraction, and calculate correctly.

2. Be able to estimate according to the specific situation, judge whether the calculation results are right or wrong, and gradually develop the good habit of checking.

3. Be able to ask questions according to specific situations and solve some simple practical problems by combining what you have learned.

Teaching focus:

Target 1

Teaching difficulties:

Goals 2 and 3

Teaching material analysis:

The textbook designs a life scene of a "small library" and gives mathematical information, so that students can find and ask questions according to the information, have the desire to solve problems, and develop a certain sense of problems. The content design of teaching materials is divided into three levels: once yielding, twice yielding and checking application. The practice design arrangement is also purposeful and planned, and it is the gradual infiltration of knowledge, which makes students more familiar with the calculation method, improves their proficiency and forms their calculation ability.

This lesson is based on the vertical subtraction of the upper one and two digits, and mainly solves the vertical calculation method of one-time abdication of three digits. The textbook design allows students to estimate, discuss and exchange different calculation methods and optimization of methods, and try in practical application in life, so that students can master the calculation method of three-digit subtraction smoothly.

Teaching process:

This lesson is presented through three links, namely "intellectual breakthrough" 1, 2, 3.

In 1 of "intellectual breakthrough", * * * design (1) is filled in, (2) vertical calculation. These two questions are a review of previous knowledge, and also lay a certain foundation for solving the important and difficult problems in this lesson.

In "Intellectual Breakthrough" 2, * * * designed two examples. In the example 1, * * * goes through four steps.

1, stimulate interest and ask questions.

Stimulate students' interest in learning and desire to study problems by showing scene diagrams. At this time, students can find out the known conditions and problems in the scene diagram, and then put forward mathematical problems according to the known conditions, thus cultivating students' problem consciousness. To solve the problem, we must first find out the problem. It is necessary to cultivate students' problem consciousness from an early age and lay a good foundation for students to solve difficult and deep-seated problems in the future.

2. Estimate an estimate

Through estimation, students' estimation consciousness is cultivated, so that students can realize the usefulness and importance of estimation, and at the same time cultivate students' inspection consciousness.

3. Calculation (for example, 1)

Through students' independent exploration, communication and other activities, students can feel, think and learn in the activities, truly return the classroom to students, and let students become the masters of the classroom to feel the whole process of acquiring knowledge.

Step 4 consolidate

In the consolidation exercise, * * * designed three questions, the first question is 276- 148 (the same example), the second question is 450- 139 (the unit has zero), and the third question is 36 1-46 (three digits minus two digits). These three problems include the subtraction of three digits. Let the students finish and talk about the process independently. Comprehensively consolidate students' previous knowledge.

At the same time, I finished the teaching of Example 2 in the same way. )

In "Intellectual Breakthrough" 3, I designed a series of exercises.

1, vertical calculation

In this topic, I designed various situations of three-digit subtraction (one abdicated) for students to complete independently. Timely added some knowledge points that were not shown in the textbook of Beijing Normal University.

2, forest doctor

There are all kinds of mistakes in students' daily homework. Through the practice of this topic, we can not only avoid students from making similar mistakes in future homework, but also cultivate students' careful good habits.

Step 3 test you

This problem is a deep-seated thinking problem. By letting students do it independently, we can cultivate students' good habits of loving and being good at thinking from an early age, so that students can experience the joy after success.

The course type of calculation itself is rather boring, but by designing functional links that can be introduced through scenarios, students can find problems, ask questions and solve problems, thus fully mobilizing students' enthusiasm for learning and curiosity, and making our calculation course colorful.