Model essay in the first volume of mathematics teaching plan for the third grade of primary school (3 articles)

# 3 # Introduction Making a good teaching plan can make teachers feel comfortable in teaching and show strong self-confidence. Moreover, the lesson plan is not only one of the standards of school assessment, but also an excellent teacher, who will add his own unique views to the lesson plan. The following is the relevant information of "Model essay on the first volume of mathematics teaching plan for the third grade of primary school (3 articles)" compiled by KaoNet, hoping to help you.

1. Model essay for the first volume of mathematics teaching plan for the third grade of primary school

Teaching content of calculating time: case P62 1, case 2.

Three-dimensional target:

1. Cultivate students' concept of time by deepening their understanding of time units.

2. Some simple time calculations will be made.

3. Develop the awareness and habit of observing and cherishing time.

Teaching emphases and difficulties:

Simple conversion of time unit and method of calculating elapsed time.

Teaching aid preparation: clock model, projector, courseware

Teaching process:

I. Introduction to the guessing game:

1, riddle: short people take one step, tall people take a circle. Short people walk around, tall people walk for half a day.

2. After the students guess the answer, the teacher takes out a clock face model and asks:

(1) "What is a dwarf"? "What do you mean by high?"

(2) "How long does it take for the minute hand to walk a square?" ? How long does it take for the minute hand to walk around? How long does it take to walk a big grid clockwise? How long does it take to walk clockwise?

③ How many points is "1"? 1 How many seconds is it?

3. Teachers demonstrate courseware, leaving different time for students to read out the time. Such as: 5 o'clock, 3: 20, 6 o'clock, 9: 50, etc.

4. Leading the topic: We have learned to look at the time, but how to calculate the elapsed time? In this lesson, we will learn "Calculation of Time" together. (blackboard writing topic)

Second, the new curriculum teaching:

1, teaching example 1: 2 = (? ) points

(1) Teacher: 1 equals ...? (Student answers) What about 2 o'clock?

(2) Students cooperate and explore independently.

(3) Feedback

1. 60+60= 120 points

B and 2 are two 60 points, that is, 60×2= 120 points.

(4) Teacher's summary.

2. Ask students to do the 1 question at P62: 3: 00 and the supplementary question in "Doing" = (? ) 2 points = (? ) seconds

Complete it independently first, and then modify it collectively. When reviewing, you can name the students and say what the numbers are. How did you come up with it? Then the teacher summed up conversion of time. Method.

3, teaching example 2:

(1) The teacher projected the scene picture of Example 2 and asked the students to observe the picture carefully and explain its meaning: Xiaoming left home at 7: 30 and arrived at school at 7: 45.

(2) Teacher: How long did it take Xiao Ming to get from home to school?

(3) Students discuss and answer, and try to let students summarize various methods of calculating time:

A, the minute hand turns from 6 to 9. Walk three squares, and it's 15 minutes.

B, 45-30 = 15, which means 15 minutes.

4. Summary (omitted)

Please tell one or two students when they left home and arrived at school. Let the students in the audience help with the calculation.

Third, consolidate the exercises:

1. Complete the second question in P62 "Doing".

When correcting collectively, you can call the roll in front of the blackboard and do the actual operation.

2. Fill in the blanks:

The score of (1)50 is less than 1 (), and the score of 1 is more than 45 ().

(2) A class is (? ) points, recess (? ) points, plus (? ) is 1.

3. Competition:

How many minutes have passed since the teacher verbally reported the time, such as 3: 00 to 3: 45? The students scrambled to answer, and the teacher rewarded them to see who scrambled quickly.

Four, the class summary, regression evaluation:

2. The model essay of the first volume of mathematics teaching plan for the third grade of primary school

Understanding of kilometers 1. Teaching objectives

(1) knowledge and skills: let students know the length unit of kilometers, initially establish the concept of 1 kilometers, and know 1 kilometers = 1000 meters.

(2) Process and method: Experience the process of exploring 1 km by using the migration law, so that students can further learn to estimate and analyze problems.

(3) Emotion, attitude and values: Know the kilometer in specific life situations, let students feel the connection between mathematics and real life, and experience the fun of learning mathematics in communication with peers.

Second, the target analysis

"Kilometers" is a commonly used unit of length measurement, and students often hear and see the use information of kilometers in their lives. Because "kilometer" is a large unit of length, which is abstract for students, it is difficult to establish the concept of kilometer in the learning process, which is the difficulty of learning. When designing the teaching of this course, through the integration of teaching before class, during class and after class, students can discover in experience, construct in discovery, practice in construction, internalize and improve in practice. In addition, when collecting teaching materials, we should firmly grasp students' life experience and practical feelings, organize students to actively explore, research and discover around the teaching focus of "knowledge of kilometers", and let students feel, construct and apply "kilometers" in pleasant interest.

Third, teaching focuses on difficulties.

Teaching focus:

1. Know the length unit kilometer and establish the concept of 1 kilometer.

2. Master the relationship between 1km and 1km.

3. The decimeter will be used as the measurement unit.

Teaching difficulty: establish the concept of length of 1 km.

Fourth, teaching preparation: courseware, tape measure, measuring the length of the school playground runway in groups before class.

Verb (abbreviation of verb) teaching process;

(a) review of imports

Review old knowledge.

(1) What length units have we learned? (Teacher writes on the blackboard) Express 1 m, 1 decimeter, 1 cm in the way you like.

(2) Fill in the appropriate length unit in ().

① The length of a pencil is 18 ().

② A 1 cent coin is about 1 () thick.

The desk in the classroom is 8 () high.

④ The classroom floor is about 8 () long.

⑤ The distance from Beijing to Huangshan City is 13 16 ().

2. Introduce new courses

Topic revealed: It is far from Beijing to Huangshan City. It is too much trouble to use rice. We need to measure it in larger units of length. Today, we will know a new unit of length-kilometer. (Teacher's blackboard writing topic)

The design intention is to introduce new lessons from simple review, which not only reviews old knowledge, but also paves the way for exploring new knowledge, and at the same time makes students feel the systematicness between knowledge. It is proposed to measure the distance from Beijing to Huangshan City, starting from students' real life, so that students have cognitive conflicts and feel the necessity of knowing kilometers.

(B) contact life, the establishment of appearances

1. Initially establish the concept of 1 km.

(1) Say: What do you want to know about your new friend "Qianmi"?

(2) Think about it: How long is 1 km? Can you specify the length of 1 km in your mind? (It can be described by combining the information learned before class. )

2. Further establish the representation of 1 km.

(1) How long do you think 1 km is in combination with measuring the length of the school playground runway before class? The runways in each school may be different. In actual teaching, use the data around students as much as possible. )

Courseware shows that the track of our school playground is 200 meters, and the length of walking along the track is exactly 1000 meters, 1000 meters in a larger unit is 1 km. Teacher's blackboard:1km =1000 m.

(2) Show a picture of the standardized runway, indicating that the runway is 400 meters in one lap.

Courseware shows that walking half a circle along the runway is () meters, and the walking length () is exactly 1 km.

3. The actual feeling is 1 km.

(1) Measure the distance from 100 meters to the playground, and let the students observe it carefully. (This session can also be completed before class. )

(2) It takes about 1 min15s for students to actually walk at normal walking speed.

(3) Let the students imagine how far 10 100 meters is.

4. Appreciate the kilometers in life

Courseware shows pictures such as guiding signs, the height of the main peak of Mount Everest, speedometer, etc., so that students can realize the "kilometer" in life and be conscientious in life.

Design Intention The design of this link pays attention to students' psychological needs, provides rich learning materials as living teaching materials for mathematics teaching, has timeliness, makes mathematics full of realism and intimacy, and students can feel the value of its existence. Let students fully establish the concept of the length of 1 km, which is more impressive.

(C) consolidate the practical application of new knowledge

Complete Exercise 6, Question 1, 2, 3 on page 28 of the textbook.

The comprehensive practice of design intention allows students to explore and cooperate independently, strengthen their understanding of kilometers and cultivate the concept of length in solving problems.

(D) class summary, clear objectives

1. What did you get from this lesson?

2. Can you find 1 km from your life?

(e) Practical application, extension and expansion

Complete the "doing" on page 26 of the textbook.

3. Model essay for the first volume of mathematics teaching plan for the third grade of primary school

Introduction to the dialogue scene of acute angle and oblique angle I

Teacher: Friends! Have you ever been to Zunyi? Where have you been?

Health 1: Yes, I have been to the Zunyi conference site.

Health 2: I have been to Aunt Zunyi's house.

S3: I have been to Zunyi Amusement Park.

The courseware shows a scene of Zunyi amusement park.

Teacher: This is Zunyi Amusement Park. What do you see from this picture?

Health: I saw wooden horses and windmills.

(Use the amusement park scenes that students like to import to stimulate students' interest in learning. This design conforms to children's psychological characteristics and age characteristics. )

Second, the review angle

Teacher: Can you find the corner in this picture?

The students took the initiative to find many corners.

Teacher: Where is the corner of your life?

Health: there are corners on the table;

Health 2: There are horns on the window;

Health 3: There are also horns on the exit signs;

Health 4: Books also have horns.

Let students find corners in the picture, cultivate students' observation ability, let students find corners in life, and greatly mobilize students' enthusiasm for learning. )

Teacher: What is this angle? What is the angle of this figure in the teacher's hand?

Student: Right angle (the teacher posted a right angle figure on the blackboard, pointing out that there is also a right angle on the book).

Teacher: We used to know right angles. In this lesson, we will learn acute angle and obtuse angle.

Reveal the topic and write it on the blackboard: acute angle and obtuse angle. 2. Explore acute and obtuse angles.

Show pictures of different triangles.

Teacher: Please classify these pictures (students do classification activities).

Teacher: Ask a classmate to come up and score a point.

Teacher: Why do you divide it like this?

Health: according to the size of the angle;

Let the students classify these figures by hand, so that they can be familiar with the characteristics of acute angle and obtuse angle in the process of classification, and at the same time cultivate their ability of observation and analysis. )

Teacher: Now let's compare these two groups of angles with right angles. What did we find?

Health: This set of angles is smaller than the right angle, and this set of angles is larger than the right angle.

The teacher drew an acute angle, an obtuse angle and a right angle. )

2. Guide students to know acute angle and obtuse angle.

Teacher: Let's name them Boss and Dick. Which do you think is better?

Health: This is my brother, and this is my brother.

The teacher leads the students to the conclusion that this is called acute angle and this is called obtuse angle.

3. Deeply understand acute angle and obtuse angle.

Teacher: Students are really smart. They know acute and obtuse angles. What angle is this?

Health 1: right angle

Health 2: obtuse angle

Health 3: acute angle

Teacher: There are three kinds of results. What angle is it? Students, try to judge accurately.

Health: it can be measured by the right angle of a triangle;

Teacher: Ask a classmate to come up and measure it. (Displayed by the projector)

After students repeatedly measure twice, one side of this angle coincides with one side of the right-angle plate, and the other side is outside the other side of the right-angle plate, indicating that this angle is greater than the right angle, which is called obtuse angle.

(Let students watch with naked eyes, and draw three different conclusions, so that students have contradictions and arouse students' cognitive conflicts, thus more actively stimulating students' interest in learning and their desire to finish by hand. )

Third, contact life and solve problems.

1, find the acute angle and obtuse angle in the amusement park (courseware shows the amusement park, scene map)

(I found a lot first)

2. Look for acute and obtuse angles in objects in amusement parks.

(Students find the corresponding acute angle and obtuse angle)

3. Find out where there are acute and obtuse angles in your life.

Health 1: The three corners of the red scarf have an obtuse angle and two acute angles.

Student 2: the teacher has an obtuse angle on the glasses frame;

Health 3: There is an acute angle in the stool.

Health 4: There is an acute angle on the pencil case.

Health 5: There are acute and obtuse angles on toys.

4. Tell me the names of these horns.

(Sheng speaks very well)

5. Fold this corner with paper

Students fold all kinds of acute angles and obtuse angles. )

6. Draw a corner with your arm

Students use many parts of the body to draw different acute angles and obtuse angles, find corners in life, find corners in objects, fold corners with paper, draw corners with arms and draw corners with their bodies. )

Fourth, summary.

Teacher: Kid, if you are an acute angle, an obtuse angle or a right angle, what do you want to say to your friends here?

Health 1: Hello everyone. I am acute. Please take care of me.

Health 2: I am slow. Please prepare more triangles for me so that I can know more angles.

Health 3: I have an acute angle. Please don't touch my tip, it will sting your hand.

Health 4: Hello, everyone. I'm a blunt instrument, and I really want to make friends with you.

Teacher: Hello, children. If I am an acute angle, I am smaller than a right angle. If I am an obtuse angle, I am larger than a right angle. (summarize, cultivate students' innovative ability, integrate knowledge, and play the role of making the finishing point)

This course embodies the following characteristics.

1, from the perspective of resource development

Teachers can make full use of mining resources (finding corners in situations, finding corners in life, finding corners in pictures, finding corners in arms and finding corners in human bodies) to help students abstract and construct the characteristics of various angles, so that students can know various angles in different situations.

2. From the perspective of three-dimensional targets.

By asking students to point out the angle, classification, angle description, specific size, etc. ), students have a very clear concept of acute angle and obtuse angle, so that students can achieve a high rate of compliance (such as correctly measuring angle, judging angle, gesture angle, etc.). , especially looking for angles on the human body).

3. The process and method of knowledge construction.

On the surface, it seems to be less, and it seems to be operated only by students. In fact, students' thinking process and methods are very clear. As far as emotional attitudes and values are concerned, students have a high enthusiasm for learning and a strong sense of participation, especially in the game part of the practice part.

Very well infiltrated the content of moral education (for example, the venue of Zunyi conference, what to talk to the teacher after teaching).

It better embodies that mathematics knowledge comes from life and mathematics knowledge serves life. There are mathematical thoughts everywhere in life, which belong to the characteristics of mathematical learning in life.

4, break through the misunderstanding (that is, when it comes to deep tasks, how to use multimedia, but there is not much multimedia in this class, but it has played a very good role).

In short, the classroom embodies the main role of students, and teachers are organizers, guides and participants. In teaching, students' mathematical knowledge comes from life, and mathematical knowledge serves life. There are mathematical ideas everywhere in life. In teaching, students' abilities of hands-on, brain-thinking, observation and organization are cultivated, and bilateral activities in teaching are in place, which truly realizes the effect that students love learning and are willing to learn mathematics in class.