Three model essays on the second grade mathematics lecture draft in primary school

A model essay on the second grade mathematics lecture in a primary school:

The curriculum standard emphasizes that the teaching of Statistics must start from the familiar life situations and things that students are interested in, and the lower grade requires that students go through a simple statistical process, so that they can experience the whole process of data collection, collation, description and analysis in specific operational activities, and master some basic statistical knowledge and methods. The examples of textbook selection provide us with a good information on how to use textbooks and design teaching process.

Talking about learning situation:

Last semester, students have learned to compare and classify, and can count correctly, so it will not be too difficult to fill out statistical tables. The key lies in guiding students to learn to collect information, sort out data, draw statistical charts, make simple analysis by using the data in statistical charts, exchange their ideas with their peers, and appreciate the role of statistics.

According to the age characteristics of the first-year students and the requirements of this course, I have set the following teaching objectives:

Speaking of teaching objectives:

1. Stimulate students' interest in participating in statistical activities with the help of situations and feel the necessity of statistical activities. Cultivate students' preliminary statistical consciousness.

2. Master the methods of data collection and arrangement in the scenario, and go through the process of statistics.

3. Have a preliminary perception of simple bar charts and statistical tables, and be able to fill in the statistical results, draw simple statistical charts on grid paper, and ask and answer some simple questions according to the data in the statistical charts.

4. Let students feel the significance and function of statistics through independent thinking, observation and communication, initially cultivate students' ability to solve problems, realize that there is mathematics everywhere in life, and deepen their love for mathematics.

teaching emphasis:

through the process of collecting and sorting out data, get a preliminary understanding of statistical charts and tables, and fill in statistical charts correctly.

Teaching difficulties:

Guide students to experience the process of data collection and arrangement, and understand charts. According to the data in the statistical chart, we can make a simple analysis and feel the significance and role of statistics.

Talking about teaching philosophy and teaching methods:

Children in lower grades are lively and active, so I start from the familiar life situations and interesting things to provide them with opportunities for observation and operation. The design of the whole class is divided into four levels: creating a scene-collecting and sorting out information-operating practice-expanding and deepening. Based on the teaching materials and the fact that mathematics comes from life, I strive to increase students' closeness to mathematics from reality, so that students can enjoy learning and stimulate their initiative in learning.

around the teaching objectives, I try to embody the following ideas in the teaching process of this class:

1. Learning mathematics in life

It is the requirement of the new curriculum to let students learn realistic mathematics. Therefore, in the "Statistics" class, I closely linked with students' real life, created situations that students are familiar with, stimulated students' interest and aroused students' desire to explore. Secondly, combined with our school's activity of "Sowing Habits and Responsibility Trees, Everyone Adds Fruits to Trees", students can learn from familiar and intimate life background materials, which can not only stimulate students' interest in learning, but also make them feel that there is mathematics everywhere in their lives.

2. Learning mathematics in activities

It is the requirement of the new curriculum to let students learn dynamic mathematics. The most effective way to make students form a statistical concept is to let them really participate in the process of statistical activities, so I design and use voting activities to determine which cartoon they like best, so that students can experience the process of statistics initially, that is, through the process of dividing points, arranging rows and counting numbers, and learn to collect and sort out data. After experiencing the "dynamic construction movement", students are allowed to independently observe the static picture provided by the textbook to collect information, analyze and sort out data, fill in statistical tables, draw statistical charts and talk about the statistical function. On the one hand, consolidate the newly constructed statistical method and cultivate students' hands-on practice and independent problem-solving ability; On the other hand, "indirect thinking" training can not only temper the profundity of students' thinking, but also cultivate their observation ability and independent thinking ability. In the activity of counting the number of red, yellow and blue apples, students not only learned to solve real life problems, but also realized that one square represents two people, so one person can be represented by a semi-square, laying a foundation for subsequent learning. In these activities, students have experienced the formation and development of knowledge, also known statistics and its functions, acquired mathematical knowledge and developed their abilities.

3. Mathematics in Problem Middle School

The curriculum standard clearly points out that students are the masters of mathematics, and teachers are the organizers, guides and collaborators of mathematics learning. In teaching, students can feel through their own discussion that to solve the problems raised by teachers, they must investigate and count. After investigation and statistics, they can learn to think, answer and ask simple questions according to data, deepen their understanding of statistical significance, and initially cultivate students' ability to ask and solve problems.

4. Everyone develops

Students understand and experience the process of statistics through teaching activities, and realize the significance and role of statistics in life. At the same time, combined with the "customary responsibility tree", moral education is carried out to enable students to achieve all-round development.

Speaking and learning method:

This lesson tries to embody the students' learning methods:

1. Solve the problems around us in connection with life and experience the fun of learning and using mathematics.

2. Let students experience the process of discovering, asking and solving problems in specific life situations.

3. Improve your own ideas and build your own learning methods through hands-on operation, independent thinking, discussion and communication.

model essay on the second grade mathematics lecture draft of No.2 primary school. I. Speaking of teaching materials:

1. Analysis of teaching materials: Southeast and Northwest is the initial lesson in Unit 5, Direction and Position, the first volume of Grade 2 primary school mathematics published by Beijing Normal University. This lesson helps students to establish a preliminary concept of space through a simple understanding of the four directions of southeast, northwest and northwest, and lays the foundation for further study of the road map. The new curriculum standard clearly points out that "happiness is the basic element needed by the spirit of innovation. Without the concept of happiness, it is almost impossible to talk about any invention." Therefore, it is very necessary for human development to learn the correct direction and establish a preliminary concept of space from an early age. The significance of learning this lesson well is self-evident.

2. Teaching objectives:

(1) Based on students' existing life experience, students can identify the other three directions according to a given direction, and can use these words to describe the location of objects and know the directions on the map.

(2) Cultivate students' awareness of identifying directions and develop students' spatial concept with the help of realistic mathematical activities.

(3) Being able to actively participate in mathematics learning activities, experience the close connection between mathematics and real life, and get a good emotional experience in activities and exchanges.

3. Emphasis and difficulty in teaching

4. Teaching emphasis: given a plan in the southeast and northwest, we can accurately identify the other three directions and describe the location of objects in the southeast and northwest.

5. Teaching difficulty: identify the direction in real life.

second, talk about the old teaching method

this teaching activity presents the teaching content in the form of games. In teaching, we should build new knowledge by creating situations, communicating and interacting, playing games and other ways that are both practical and interesting. Integrate learning methods such as observation, practice, communication and cooperation, and pay attention to learning methods and gas exploration.

third, the method of speaking and learning

Mathematics Curriculum Standard clearly points out that mathematics teaching should strengthen the connection with life, so we emphasize that students should learn mathematics in life. Therefore, in this class, I guide students to learn by observing-discovering-practicing-transferring learning method, which not only cultivates students' hands-on and discovery ability, but also makes students fully feel the fun of learning mathematics.

IV. Talking about the teaching process

Mathematics learning is not a simple and passive acceptance process, but a process of students' experience, exploration and practical activities. Based on this concept, I have designed the following teaching links:

(1) Game activities, introducing the new lesson, as the saying goes: Interest is a teacher, and from the beginning of the people's democracy class, I will grasp the psychology that students like games, so that students can relax and play games. It not only stimulates students' learning behavior, but also prepares them for the following study.

(2) actually observe and feel the position

In this session, I mainly start with "Do you know which Fang Xiangsheng the sun rises from?" Who said: How did you find Dong? Can you find the other three directions? "As an introduction, so as to guide students to observe for themselves, identify the four directions of the school, and find them with their companions and talk about what they have in these four directions. Finally, let the students turn around at will and point and talk in all directions. For example, "I face east, behind me is west, left is south, right is north, and so on." In this link, the time and space for students to fully think and explore give full play to their collective wisdom, embody their cooperation and mutual assistance, and cultivate the spirit of independent exploration.

(3) indoor identification, apply what you have learned.

Based on the characteristics of students' love of playing, sports and games, I return to life in this session and strengthen the game of "I say you do" in playing, such as: let the students face (), followed by (), the left side is () and the right side is (). This is to prepare for learning the map direction later.

Secondly, I let the students play the game of "Super Imitation Show", such as: jumping two steps south like a frog; Take a few steps towards the western cock; Extraordinary and refined, pretending to be the Monkey King; Nod to the north, etc. Let every student get active and debate the direction emotionally in an exciting and pleasant atmosphere.

(4) organize the records and realize the migration.

In this link, students are mainly allowed to draw the school map by themselves without the guidance of teachers. Because the directions of the maps drawn are inconsistent, it is difficult for people to find the places to go according to the maps, which leads students to conclude that there must be a unified direction so that people can understand the map without confusion. On the basis of this contradiction, let the students observe and discuss, and finally get the conclusion that the direction on the map is up north, down south, left west and right east. Understand the rules on the map, and then let students modify their own maps according to this rule, realizing the migration from the actual direction to the map direction, and paying attention to the exploration of the learning process and learning methods.

(5) Practice while playing and expand the application.

directional knowledge comes from life and is applied to life. The study in the classroom is not enough, and it needs to be observed and applied in life in order to truly master it. Therefore, in the fifth link of experiencing harvest and expanding, I designed the situational exercise of forest house. First, ask the students a question: Can you find the home of a small animal from the picture? How did you find it? Secondly, let the students say: which small animal do you want to go to? How to get there? This consolidates students' understanding of the direction on the map. At the end of the class, let students talk about what they have learned. What are the benefits? And encourage students to collect ways to identify the direction, stimulate students' desire to explore, and make students walk out of the classroom with questions. As the saying goes, "Although the class is exhausted, there is no thought."

The whole section is permeated with various activities, which fully embodies the life of mathematics in the curriculum standard. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. Mathematics teaching must be based on students' existing knowledge and experience, so that students can learn atmospheric science and enjoy learning, gain a lot of knowledge in a happy and pleasant atmosphere, and improve their various abilities.

a model essay on the second-grade mathematics lecture in the third primary school. I. The textbook

Kehe Kilogram is the content of the second volume of the second-grade mathematics in the primary school. Asking students to know two commonly used quality units, grams and kilograms, is a preliminary attempt of students to quality units, and also lays the foundation for the later teaching of "tons". Starting from the students' perception law and life experience, we should handle the teaching materials flexibly, first know grams, then kilograms, and then understand the relationship between grams and kilograms and the application of knowledge.

around the content of this lesson, guided by the new teaching concept, combined with the experimental direction of the subject, the following teaching objectives are established:

1. Students know grams and kilograms, have a certain perception of 1 kilogram, several kilograms, 1 gram and several grams, understand the relationship between grams and kilograms, and can perform simple mass calculation.

2. Continue to cultivate learning methods of independent inquiry and cooperative communication, and encourage personalized learning consciousness.

3. Make students fully realize that there is mathematics everywhere in life, and cultivate students' problem awareness and problem-solving ability.

The focus of this lesson is to understand the relationship between kilograms and grams, but the difficulty is to understand grams.

second, teaching method and learning method

teaching method: the teaching object of this class is grade two students. Although they have developed certain study habits, they are still active, fun and curious because of their young age. According to this characteristic, in order to seize their interest and stimulate their curiosity, teachers focus on situational teaching method in teaching, creating game situations and activity situations that students like and are familiar with, so that students can fully feel them.

learning method: in order to better highlight students' dominant position, reflect and optimize diversified learning methods, various activities such as weighing, speaking, evaluating and weighing are adopted in learning method, so that students can actively start work, move their mouths, move their ears and use their brains, and gain new knowledge in the process of active participation, independent inquiry and cooperation and exchange.

Third, the teaching process

(1) situational introduction

1. Teacher: A few days ago, students went to the supermarket with their parents to buy some items, and also collected the quality of some commonly used items. Shall we talk about it together?

Student A: Mom bought 3 grams of toothpaste, 45 grams of sausage, my weight is 31 kilograms, and a bag of rice is 25 kilograms ...

Teacher: The students have said so much. Have you found anything?

health: some have "gram" on the back and some have "kilogram" on the back.

It is possible for students to answer: the lighter ones are in grams, and the heavier ones are in kilograms.

2. Point out the topic.

teacher: what methods can we use to know the weight of the goods we buy?

answer: weigh it with a scale.

3. The courseware shows several scales that are common in life.

The teacher mainly introduces the composition and usage of the balance to the students.

Design concept

The textbook presents us with static knowledge, and the situations it creates are somewhat far from the actual life of local students. In this lesson, I first let the students exchange some findings in their usual shopping, and the students learned to know the quality labeling of goods, so that they felt that the knowledge of grams and kilograms was true and kind, which built up sufficient confidence for students to learn mathematics in our life.

(2) Experience and realize in life