Lecture notes on the meaning of fractions

As a faculty member, it is often necessary to prepare a lecture draft, which is the premise of successful lectures. So what is an excellent lecture? The following is an excellent lecture on "The Meaning of Fractions" compiled by me for you. Welcome to reading. I hope you will like it.

Lecture Notes on the Meaning of Fractions 1 1. Talking about Teaching Materials

1, teaching content:

Nine-year compulsory education primary school mathematics textbook Book 10 Unit 4 Lesson 1

2. Teaching objectives:

(1) Let students understand the unit "1" in the experience activities such as speaking, drawing, writing, folding and drawing, feel and understand the meaning of the score, and cultivate students' practical operation ability and abstract generalization ability.

(2) To cultivate students' ability of collecting and processing information and their ability of independent inquiry and cooperative learning in practice.

(3) Cultivate students' interest in learning by creating cooperative and active learning situations, and infiltrate the idea that mathematics comes from real life.

3. Teaching emphasis: Establish the concept of unit "1" and understand the meaning of score.

4. Teaching difficulty: Understanding the concept of "1".

Second, talk about teaching methods.

Students know things from easy to difficult, and step by step from shallow to deep. Although students have a preliminary understanding of the score in their previous study, they must follow their cognitive rules in order to understand the concept of unit "1" and further clarify the meaning of the score. Therefore, this course adheres to the principle of taking students as the main body and teachers as the leading factor. Teaching methods such as inspiration, induction and inquiry are adopted, interspersed with self-study and practice. Through hands-on operation and intuitive demonstration, let students fully perceive, and then through comparison and induction, break through the difficulty that a whole composed of many objects can also be regarded as the unit "1", step by step, and understand the meaning of scores on this basis, so as to cultivate students' various abilities.

Third, the guidance of speaking and learning methods.

Students' learning process is always inseparable from the method of starting school. In the teaching of this course, the guidance of learning method runs through the whole teaching process.

1. Teach students how to explore knowledge. The teacher provided the students with some hands-on materials, including 8 pieces of chess, 2 pieces of candy, 10 beans, a picture of a panda and so on. Ask the students to group with these learning tools, draw a picture and fold it to represent 65,438+0/2. Then observe and compare their similarities and differences, and realize that the unit "1" can be not only an object, a unit of measurement, but also a whole composed of many objects. Reach the sublimation of perceptual knowledge and rational knowledge.

2. Guide students to master the method of summarizing the essence of things while acquiring knowledge. After hands-on operation and comparison, the students come to the conclusion that the unit "1" can also be a whole composed of many objects. Ask the students to operate it twice, and realize that the score is different because of the number of copies of the score. On this basis, further clarify the meaning of the score and summarize it: divide the unit "1" into several shares on average to represent such a number or share, which is called a score.

Fourth, talk about teaching procedures.

(A) display information to understand the generation of scores

Introduce naturally through conversation and ask students to tell you what they know through investigation. Let students feel satisfied, interested in learning scores, and feel the necessity of generating scores.

(2) Awakening the known and exploring the unknown

1, through reviewing the old knowledge, prepare for learning new knowledge, stimulate students' learning motivation and arouse their learning enthusiasm.

2. Understand the meaning of the unit "1" for the first time.

(1) Teacher's suggestion: 1/2 Besides dividing an apple into two parts, what else can 1 mean? In order to facilitate students to study problems, the teacher provided some hands-on materials (8 Weiqi pieces, 1 meter long rope, a round piece of paper, a picture of a panda, etc.). ) For students, divide them into a point, draw a picture, fold it in the form of group cooperation, and try to express 1/2 with these learning tools.

(2) Collective communication and sharing of results.

Each group sent representatives to show their operation methods and achievements in front of the physical projector.

(3) Teachers use multimedia technology to break through key and difficult problems.

For example, after the students used eight pieces and six pandas to represent the score of 1/2, the teacher showed the courseware, and through intuitive demonstration, let the students know that the unit "1" can be a circle, a unit of measurement, or a whole composed of many objects.

(4) Guided induction, by comparing similarities and differences, let students discover, learn, explore, understand and talk about the unit "1" in combination with reality, and experience the unit "1" in life.

2. Do it again and understand the meaning of the score.

(1) Do it again and let the students express different scores with learning tools. In the operation, let students realize that the same learning tool expresses different scores, so that the scores are different with different copywriting, so as to prepare for summing up the significance of the scores. At the same time, in the process of operation, cultivate students' innovative thinking.

(2) Guide students to try to sum up the meaning of scores.

(3) Read page 86 of the textbook, what is a score, and teach yourself the meaning of each part of the score.

(4) Take "5/73/8" as an example to consolidate the meaning of fractions and denominators.

Feedback exercise

In this link, the teacher adjusts the teaching in time according to the feedback information from the students, so that the students can effectively master the knowledge and achieve the purpose of training and improvement. In order to combine teaching students in accordance with their aptitude and make every student successful, I designed the following exercises:

1, which indicates the colored parts in the figure below with scores.

2. Use the following scores to represent the colored parts in the picture, right? Why?

The above two questions are basic exercises, the purpose of which is to highlight the key and difficult points of this lesson and deepen the understanding of the meaning of fractions.

3. The game "Catch the Red Flag"

The men's and women's teams sent representatives to the front to win the red flag, but they had to listen to the teacher's instructions. If they get the right red flag, they will be transferred to the next team. If they get the wrong chance, the teacher will be the starter and the other students will be the referees. Female students' representatives go to the front and get all 2/ 1 1, male students get the rest 1/9, female students get the rest 1/4, male students get the rest 2/3, female students get the rest 1/2, and the rest one is distributed to the whole class.

The design of this question deepens students' understanding of the meaning of fractions, improves their interest in learning, conforms to the psychological characteristics of primary school students, trains students' thinking and cultivates their extensiveness and flexibility.

(4) The whole class summarizes and reveals the topic.

"In this class, we learned the meaning of music together, got a better understanding of music, and had a lot of knowledge about music! Students continue to learn and explore after class! " The teacher extended the students' interest in learning to the next class.

The significance of scores: lecture notes 2 i. Talking about teaching materials and learning situation

The meaning of fractions is taught on the basis of students' preliminary understanding of fractions and knowing that an object and a unit of measurement can be divided into several parts on average, and one or several of them can be expressed by fractions. The key point is to make students understand that not only an object, but also a unit of measurement can be represented by natural number 1, and many objects as a whole can also be represented by natural number 1, usually called unit "1", and then summarize the meaning of the score. Based on the knowledge base of students and the arrangement of teaching materials, I have established the following teaching objectives and teaching difficulties.

1, knowledge goal: establish the concept of unit "1", understand the meaning of the score, and know the names and meanings of each part of the score.

2. Ability goal: through intuitive teaching and hands-on operation, students can understand and form the concept of score on the basis of full perception; Cultivate students' practical ability, observation ability, innovation ability and oral expression ability.

3. Emotion, attitude and values: stimulate students' interest in learning and feel the connection between mathematics and life.

Teaching emphasis: establish the concept of unit "1" and understand the meaning of score.

Teaching difficulty: establish the concept of unit "1".

Second, teaching methods:

"Mathematics Curriculum Standard" points out: "In mathematics teaching, students should experience the formation process of mathematics knowledge, that is, experience the rich and vivid thinking process, let students master basic mathematics knowledge and skills through mathematics activities, and stimulate students' interest in learning mathematics." Therefore, in teaching, I take student development as a foothold, self-exploration as the main line and innovation as the purpose. With the help of multimedia-assisted teaching, I guide students to operate independently, observe, analyze and explore, fully mobilize students' enthusiasm and initiative in learning, and let students participate in every teaching link comprehensively, whole process and wholeheartedly. In the process of teaching and learning, we can cultivate students' observation ability, practical ability and oral expression ability, and cultivate and improve students' innovative consciousness. In teaching, we mainly adopt the teaching methods of creating situations, hands-on operation and independent inquiry, that is, asking, speaking, speaking,

Give students the right and time, strive to create a relaxed and democratic learning atmosphere for students, fully mobilize students' eyes, mouth, brain, hands and other senses to participate in cognitive activities, so that children can truly feel "I can do it." The whole class runs through three main lines: practice introduction, awakening the known-hands-on operation, creating scores-media demonstration, disclosure and production.

Third, talk about the teaching process:

(A) the introduction of games to stimulate interest in playing "one word" game.

(1)2 plasticine: 1+ 1=? No! One piece of plasticine plus another piece of plasticine equals one piece.

(2) Five sweets: Can you guess 2+3=? How does 2+3 equal 1? Five pieces of sugar are put in a bag, isn't it a bag of sugar? )

(3)50+50=? The reaction is too fast! How is it equal to 1? Isn't this 100 apple a 1 basket?

(4) Who can give a real example?

Through the introduction of games, students are interested in learning the scores in unexpected answers, and their existing cognitive experience is mobilized, and they have a preliminary perception of the score unit "1" in life, laying the foundation for breaking through difficulties in the future.

(2) Hands-on operation, creating scores

1, hands-on operation, interesting

Students are in groups of four, and each group has a set of learning tools, 8 pieces, 2 sweets, 10 beans, a panda picture, etc. Then let the students choose one or more learning tools to create a score, and put forward the requirements: in the process of creating a score, you can put it on the table, divide it, and talk about who you regard as a whole, how you divide it and how you do it. Students' operation, reporting and communication show the scores created by students who regard different objects as a whole. (courseware)

The design intention of this link is to let students intuitively perceive that an object, a unit of measurement and a whole composed of many objects are divided into several parts on average, indicating that the number of one or several parts can be expressed by scores, that is, the meaning of initial perception scores.

2, teacher-student interaction, understanding the meaning

On the basis of students' initial perception of meaning, the interaction between teachers and students is adopted, and multimedia courseware is used to help students further understand meaning. The interaction is divided into two parts. For the first time, the teacher created a score of 1/2 with the help of the small flag diagram as an example to activate students' thinking. "Still this picture, can you create different scores?" Stimulate their creative desire, students will certainly create different scores through hands-on operation, such as (courseware). The second time, the teacher showed the analysis problem (courseware) of the panda map. "When we regard the six pandas as a whole, we divide the whole into three parts on average. How many parts is each part of the whole? " Because the teacher gave three answers, which aroused students' thinking, in students' defense and communication, they knew that dividing the whole into three parts on average was one third of the whole. (courseware)

The design intention of this link is to help students intuitively perceive the difference between the number of copies and the number, so as to understand the meaning of the score more deeply and lay the foundation for the establishment of the concept.

3. Deepen the whole and summarize the significance.

After the success of the last lesson, the teacher concluded, "Just now we regarded eight flags and six pandas as a whole." This reveals a whole again. Through intuitive demonstration, students can make it clear that the unit "1" can be a circle, a unit of measurement, or a whole composed of many objects, thus expanding "what else can we regard as a whole". Students can answer freely, and some may say, "I regard a cake as a whole, four pieces as a whole, and 50 sets of desks and chairs in the class as a whole." Finally, with the help of a set of exercises, through the understanding of the meaning of 1/2 and 3/5, the meaning of the score is gradually summarized, that is, the unit "1" is divided into several parts on average, and the number representing such one or several parts is called the score. Then reveal the topic and complete the blackboard writing.

4, clever practice, strengthen the meaning

For example, the score of "1/4", the teacher asked, "Look, here is a score. Can you try to match some pictures? One is up to standard, more than two are good, and more than three are excellent. " With the help of inspiring language, students are eager to try, and many different works may appear. Then the same score is 1/4. Why are there so many different works? That's because the students' assumptions are different as a whole, that is, the unit "1" is different, so the map is different. With the help of the mapping of scores, the meaning of scores is further strengthened from another side.

(C) media display, revealing

Its content is the generation process of scores, and its purpose is to create a relaxed and pleasant atmosphere to feel the mathematical culture. (courseware)

The role of teachers in the whole teaching process is to guide and instruct students to achieve their learning goals through their own thinking in an autonomous and automatic time and space. It has realized the organic combination of advanced educational thought and modern educational technology.

(D) feedback exercises, expand innovation

In this link, the teacher adjusts the teaching in time according to the feedback information from the students, so that the students can effectively master the knowledge and achieve the purpose of training and improvement. In order to combine teaching students in accordance with their aptitude and make every student successful, I designed the following exercises:

1, which indicates the colored parts in the figure below with scores.

2. Use the following scores to represent the colored parts in the picture, right? Why?

The above two questions are basic exercises, the purpose of which is to highlight the key and difficult points of this lesson and deepen the understanding of the meaning of fractions.

3. The game "Win the Red Flag"

The men's and women's teams sent representatives to the front to win the red flag, but they had to listen to the teacher's instructions. If they get the right red flag, they will be transferred to the next team. If they get the wrong chance, the teacher will be the starter and the other students will be the referees. Female students' representatives go to the front and get all 2/ 1 1, male students get the rest' 1/9, female students get the rest 1/4, male students get the rest 2/3, female students get the rest 1/2, and the rest is awarded to the whole class.

The design of this question deepens students' understanding of the meaning of fractions, improves their interest in learning, conforms to the psychological characteristics of primary school students, trains students' thinking and cultivates their extensiveness and flexibility.

(5) Summarize the whole class and reveal the topic.

"In this class, we learned the meaning of music together, got a better understanding of music, and learned a lot about music! Students continue to learn and explore after class! " The teacher extended the students' interest in learning to the next class.

Significance of fractions: lecture notes 3 i. Teaching methods and learning methods

1, teaching methods

The lesson "The Meaning of Fractions" is an abstract teaching of mathematical concepts in primary schools, which is difficult for students to understand. In order to make students better understand and master this content, heuristic teaching is adopted. Make full use of visual demonstration in teaching, follow the principle of concept teaching, inspire and guide students from perceptual knowledge to cognitive knowledge, from concrete to abstract, fully mobilize students' enthusiasm and initiative in learning, and develop their thinking ability.

Step 2 study law

The ancients said, "Teach people to live on fish, and teach people to live on fish." . Modern teaching believes that the task of teaching is not only to impart knowledge, but more importantly, to teach students how to acquire knowledge. Therefore, special attention should be paid to strengthening the guidance of students' learning rules in teaching.

(1) Through teaching, students can master the thinking method from concrete intuition to abstract generalization, and provide rich perceptual materials for students to establish a clear concept of fractional meaning.

(2) Guide multiple senses to participate in learning and cultivate students' good observation and analysis ability.

Secondly, talk about teaching procedures.

(A) the introduction of conversation, from the old into the new

First, ask the students through stimulating dialogue: How can I share the cake with four students? According to the students' existing experience, they quickly answered 14, and then showed an uneven cake map. Q: Can such a copy be represented by 14? Comparing the two pictures, the conclusion is that the average score shall prevail.

(2) Explore new knowledge and divide the concept construction into four links to explore.

1, score independently.

If 14 and 100 people are represented by graphs, there are 100 representations. The teacher provided each group with some materials. Can you show its 14 separately?

This link makes full use of the knowledge learned in the "Preliminary Understanding of Fractions". Through the observation of concrete and vivid pictures, students can operate by themselves and participate in the process of acquiring knowledge.

2, hands-on operation, perception of meaning

Students are divided into five groups, each group has a set of learning tools, and then let students choose a material to create their own scores and put forward learning requirements. Students operate, report and communicate, showing the scores created by students who regard different objects as a whole.

On the basis of a lot of perceptual knowledge, this link fully mobilizes students' eyes, mouth, brain and hands to participate in cognitive activities.

3. Observe, compare and abstract the unit "1"

Thinking: Can we classify objects by average distribution?

Induction: An object, a unit of measurement and a whole can be represented by the natural number "1", which is usually called the unit "1".

Discussion: Why do you want to refer to the unit "1"? Does it mean the same as natural number 1?

Can you give an example, what can be regarded as the unit "1" in our life?

In this link, through group discussion and comparison, the whole class exchanges, and comprehensively and concretely perceive the unit "1", which is the key to understand the meaning of the score.

4. Summarize the meaning of the score in an abstract way.

(1) Students try to sum up the meaning of scores by themselves.

(2) Understand the meaning of the word "Ji".

(3) Combined with students' speeches, the significance of blackboard writing scores.

This link guides students from perceptual knowledge to rational knowledge, from concrete to abstract, and gradually deepens and understands the meaning of scores.

Third, practice in layers to consolidate and deepen.

In order to consolidate the new knowledge learned, basic exercises and expanding exercises are designed, which run through the teaching principle of "combining teaching with practice and taking practice as the main line" and develop students' thinking ability by consolidating their understanding and mastery of new knowledge.

Fourth, guide reflection and sum up the whole class.

What did you learn from this class today? Are you satisfied with your study? Please talk about your feelings and experiences.

In short, the teaching design of this course, according to students' cognitive rules, is from intuitive thinking to abstract thinking, aiming at enabling students to establish a clear concept of the meaning of music score on the basis of a preliminary understanding of music score. The focus of teaching is to take the whole as a unit "1", so that students can perceive the basic connotation of the meaning of fractions through a large number of examples and cultivate their ability of induction and generalization. In teaching, let students start work, talk and think, let students actively participate in learning, and let students have a deeper understanding of the meaning of scores.