Mathematics teaching design for the second grade

Five pieces of mathematics teaching design for the second grade

Instructional design is an idea and scheme for teachers to arrange teaching elements in an orderly manner and determine the appropriate teaching scheme according to the requirements of curriculum standards and the characteristics of teaching objects. The following is the second-grade math teaching design I arranged for you. I hope you like it!

The second grade mathematics teaching design article 1 teaching content;

Understanding of grams and kilograms. (textbook page 100- 104)

Teaching objectives:

1, in specific life situations, let students feel and know the unit of mass grams and kilograms, and initially establish the concepts of 1g and 1kg, knowing 1kg = 1000g.

2. Let students know how to weigh objects with scales.

3. On the basis of establishing the concept of quality, let students form the consciousness of measuring the quality of objects.

Key points and difficulties:

Key points: Establish the concepts of grams and kilograms and know their relationship.

Difficulties: the establishment of the concepts of grams and kilograms.

Teaching AIDS:

Courseware, 2-cent coins, soybeans, scales, two bags of 500 grams of salt, platform scales, small items brought by oneself, etc.

Teaching process:

First, the problem situation:

Teacher: Students, do you want to know what math knowledge you found in the supermarket today? Take a closer look. (Courseware display: textbook 100 page scene map)

Health 1: Everyone is discussing quality-related topics.

Health 2: From the picture, we know that five apples weigh 1kg, a pot of soybean oil weighs 5kg, and a packet of biscuits weighs 1 10g. ...

Teacher: The quality of objects is often used in our daily life. In the past, the mass units commonly used in China were "Jin" and "Liang", and now the mass units commonly used in the world are "gram" and "kilogram", which is also a problem we will study together today.

Design intention: From common life scenes, guide students to find that the quality of objects is closely related to life.

Second, independent inquiry:

1, teaching example 1.

Teacher: Watch carefully and tell me what you find. (Courseware demonstration: textbook page 65438 +00 1, example 1)

Health 1: I know that a box of chewing gum weighs 3 grams, a bag of chrysanthemum tea weighs 12 grams, and a bag of delicious melon seeds weighs 100 grams.

Health 2: I found that these lighter items are all in grams.

Teacher: Yes, we usually use grams as the unit for measuring lighter items. "gram" is an international unit of mass, which is represented by the letter "g"

Teacher: So what are commonly used to weigh lighter items? The teacher told everyone that there is a weighing tool called a balance, and lighter items are often called scales. Now, students, please weigh what weighs 1 g around you with scales in the group.

Students measure the weight of lighter items in the group, looking for items with the weight of 1 g, and the teacher visits to understand the situation.

Organize students to communicate and talk about the results of group measurement.

(1 2 cent coin weighs about 1 g)

Teacher: Which of the following items is estimated to be lighter than 1g? (Courseware demonstration: "Do it" on page 10 1 in the textbook)

Assign students to answer and give their opinions in time.

Teacher: What other things in life are lighter than 1g?

Raw 1: a small piece of rubber is lighter than 1 g.

Health 2: A hair is lighter than1g. ……

2. Teaching example 2.

Teacher: Actually, in our life, there are more items whose mass exceeds 1g or even heavier. So what do we usually use as the unit of heavier items? Everyone will know at a glance. (Courseware demonstration: Example 2 on page 102 is shown above)

Health 1: A bucket of laundry detergent weighs 5 kilograms, so I think it should be used to weigh the kilograms.

Health 2: A box of apples is 25 kilograms. I also think it is a relatively heavy item measured by "kilograms".

Teacher: "kilogram" is also an international unit of mass, which is represented by the letter "kg".

Teacher: Look carefully. The box of apples says "net content". What is "net content"?

Health: "net content" refers to the quality of this box of apples, not including the quality of the box.

Teacher: Yes, the word "net content" is often used in life. It refers to the actual quality of the items in the barrels and boxes.

Think about it. How much does1000g weigh? For example.

Health: One pack of salt commonly used in life weighs 500 grams, and the mass of two packs of salt is 1000 grams.

Teacher: What do you think is the relationship between "kilogram" and "gram"?

Health: 1kg = 1000g.

Teacher: Who knows which scales in life use "kilograms" as the unit?

Health 1: I have seen electronic scales and bench scales in supermarkets and food stalls.

Health 2: I met weighing scale to weigh her during the physical examination.

Health 3: I have seen a spring scale in the laboratory.

Teacher: If you are a conscientious person, you will find that there are too many scales in your life. Take a closer look at what these pointers point to in the picture and tell everyone how heavy the items are. (The courseware shows 102 page, example 2 is shown below)

Health 1: the weight of a bag of washing powder 1 kg.

Health 2: The child weighs 23kg.

Teacher: Please cooperate and communicate in the group, weigh the items with the mass of 1 kg, and weigh them by hand. Think about which items in life weigh 1 kg.

Students cooperate and communicate in groups, and teachers patrol to understand the situation.

Organize students to exchange reports, complete the second question of "doing" on page 103 of the textbook, and fill in the form. Design intention: Start with students' life, connect with life and be close to life, so as to shorten the distance between life and teaching materials, stimulate students' internal learning motivation, improve their interest in learning, and thus actively learn new knowledge.

3. Fill in the box with ">"

2 kilos? 2000 grams and 5 kilograms? 4900 grams

800 grams? 1 kg 2500 kg 3 kg

4. Judge right or wrong.

An egg weighs about 50 grams. ? ()

Xiaoming is 7 years old and weighs about 2000 grams. ()

1 kg iron is heavier than 1 kg cotton. ()

One bag of salt is 500 grams, and two bags of such salt weigh 1 kg. ()

Third, sum up and improve:

Teacher: Students, what have you learned from today's study?

Fourth, homework:

Exercise 20, question 3 on page 105, question 8 on page 106.

The second part of the second grade mathematics teaching design "7 multiplication formula";

Teaching content: the content on page 72 of the textbook.

Teaching objectives:

1. Make use of students' existing knowledge, experience and analogy ability, let students experience the formulation process of the formula independently, understand the source of the multiplication formula of 7, and understand the significance of the multiplication formula of 7.

2. Master the characteristics of the multiplication formula of 7, memorize the formula, and gradually improve the ability to use the formula flexibly.

3. Through multi-angle practice, we realize that mathematics is around us and stimulate students' interest in learning mathematics knowledge.

Teaching process:

First, independent exploration.

1, Introduction

The teacher showed a picture made of a jigsaw puzzle.

Teacher: This is a pattern made up of puzzles by students. What are they spelling?

Teacher: How many puzzles does it take to spell a pattern? How many sevens are there? How to list multiplication formulas? Can you come up with a multiplication formula?

Teachers and students answer the blackboard together as follows:

1 7 is 7 1×7=77× 1=7. 17 equals 7.

Teacher: How many puzzles does it take to spell two patterns? How many sevens are there? What is the corresponding multiplication formula or formula?

The teacher continued to complete the corresponding blackboard writing.

Teacher: Like this, can students try to make up other multiplication formulas of 7 according to these seven patterns?

2. Formulation

Open page 72 of the textbook and try to fill it in.

3, the whole class communication

(1) Report and write it on the blackboard.

(2) According to the students' report, the courseware shows the multiplication formula of 7.

(3) check the students' learning situation.

Tell me which formula can represent the number of pieces of a puzzle with four patterns? What is the corresponding multiplication formula?

How many puzzles does it take to spell out six patterns? What is the multiplication formula used? Which multiplication formula can you come up with according to this multiplication formula?

What does the phrase "5735" mean?

Why can the formula "7749" only be used to calculate a multiplication problem?

Second, the memory formula

1. Just now, Qi Xin made up a multiplication formula of 7. Please clap your hands and read the formula together. After reading it, let the students recite the formula by themselves.

Teacher: Which multiplication formula of 7 do you think is easy to remember? Why?

The teacher tells the situation in the cartoon and asks the students to find the multiplication formula of 7 and use the associative memory formula.

Teacher: You see, these stories and sayings in life can also help us associate multiplication formulas.

What are the characteristics of the multiplication formula of 2 and 7?

From top to bottom, the first number in the formula is 1, the second number is 7, and the product is 7.

Teacher: Why does the product increase by 7 in turn?

Use the discovery to make students remember the formula again, and then play the password game.

Third, flexible use.

1, see the formula and say the formula.

7×3= 7×5= 7×6= 3×7+7=

7×4= 7×7= 7×2= 7× 1= 7×7-7=

2. Think about it. What are the things, phenomena and stories related to 7 around us?

(1) Points on ladybugs.

(2) Calculate the number of words in a poem

Quatrain

Two orioles sing green willows,

A line of egrets rose into the sky.

The window contains autumn snow in Xiling,

Mambo Wu Dong Wan Li Ship.

This poem is a classic poem read this week. Can you recite it? Students shoulder to shoulder.

Is there a 7 here? Do you know how many words there are in a poem? what do you think?

Teacher: Each sentence has seven words, so it is also called "seven-character poem".

Teacher: How many words are there in the topic 1 * * *? How to form?

(3) The first part

1 dwarf 1 hat, 7 dwarves and 7 hats;

1 Dwarf with 2 clothes, 7 Dwarfs with () clothes;

1 dwarf has 3 pairs of pants, and 7 dwarves have () pairs of pants;

1 pair of dwarf () shoes and 7 pairs of dwarf () shoes;

Fourth, class summary.

The third part of the second grade mathematics teaching design: using multiplication and division to solve practical problems.

Learning objectives:

1, so that students can learn to solve the practical problems of two-step calculation according to the multiplication and division relationship.

2. Let students apply what they have learned and serve them well.

Preparation of teaching and learning tools: the items needed in Example 4 on Page 3/kloc-0 of the textbook.

Learning process:

First, guide the class by talking.

Do children like shopping? They like it, and then let them guess the prices of exercise books, pencil cases, balls, rackets, etc.

Second, explore new knowledge.

1, displays children's stores, and displays various commodities and unit prices.

2. Start shopping in groups of four.

(1) Tell me how much money you have and what are you going to buy? Talk about your shopping plan in the group.

(2) Group work and cooperation, some play the role of shop assistants and some play the role of customers.

(3) Students start shopping.

3. Communicate your shopping process in class. Show it in the form of performance.

Example:? A, 12 yuan can buy three cars.

I want to buy five cars.

C, how much should I pay?

D. Dealing with 20 yuan.

Ask the students who are performing to talk about how they worked it out.

12 ÷ 3 = 4 (yuan) 4×5=20 (yuan)

5. Ask another group to show their shopping process in front of the blackboard.

6. These groups communicate with each other.

7. Teacher-student summary.

Third, students independently complete the "doing" of 3 1 page. Then, according to the "do-one-do" diagram, the problems that can be multiplied and divided are put forward in two steps and answered each other.

Fourth, the whole class summarizes.

The fourth teaching process of the second grade mathematics teaching design;

First of all, an exciting introduction.

Teacher: Students, spring has come quietly and gently again. Tell me, children, what is spring like in your eyes?

Teacher: Your spring is really beautiful! In Mr. Wang's eyes, spring is full of vitality and flowers bloom.

Second, explore new knowledge.

1, teaching example 2

(1) The teacher puts a flower on the blackboard first.

Teacher: Look! There is a flower on the blackboard now! How many petals does this flower have?

Health: 5 tablets.

(blackboard writing: 5)

Teacher: Let's put some more flowers!

The teacher arranged two flowers in the second place.

Teacher: Look, how many flowers have I put in the second row?

Health: 2 flowers.

Teacher: How many petals were used in the second row?

Health: 10 tablets

Teacher: What do you think?

Health: One flower needs five petals, and two flowers need two five petals, which is 10 petals.

Teacher: 2 yuan and 5 yuan is 10 yuan. (blackboard writing: 2 5s)

Teacher: How many times is 10 compared with 5?

Health: 2 times.

Teacher: Why?

Health: 10 has two 5' s, so 10 is twice that of 5. (2 times, 2)

Teacher: That's good! Who will try again?

(blackboard writing: 10 is twice as much as 5)

(Please answer 3~4 students)

(3) Students put flowers.

Teacher: If the teacher gives you 15 petals, how many of these flowers can you put?

Health: 3 flowers

Teacher: Really? Let's play together at the same table.

Teacher: 15 petals. How many flowers did you put in?

Health: 3 flowers.

Teacher: Why did you know it was three flowers before you put it?

Health: three or five tablets, namely 15 tablets.

(blackboard writing: 3 5s)

Teacher: 15 and 5, can you say the same?

Health: 15 is three times that of 5.

Teacher: You are so clever. Who can tell me more?

(Ask a student to answer) (Qi said)

Teacher: Then why is 15 three times that of 5?

Health: Because 15 has three 5s, 15 is three times as much as 5.

4. Practice

Teacher: Compared with 5, 15 is three times that of 5. Compared with 7, there are () 7' s in 35, and 35 is () times that of 7;

Teacher: All male students answered, 28 has () 4, and 28 is () times that of 4.

(5) Students put flowers.

Teacher: If I have 20 petals, how many such flowers can I put?

Health: 4 flowers.

Teacher: What do you think?

Forecast 1:

Health: Because four fives are twenty, it is four.

(blackboard writing: 4 5s)

Prediction 2:

Teacher: Any other ideas?

Health: Because 20 is four times that of 5, it is 4.

Teacher: How many times is 20 compared with 5 now? Can you work out this formula? Write on toilet paper.

(5) Teaching division formula

20÷5=4

Teacher: I asked a classmate to tell me how to write the formula.

Teacher: Is that what you all wrote? So what does 20÷5=4 mean?

Health: 4 out of 20 are 5; 20 is four times as much as 5!

Teacher: Great! Who can say these two sentences completely and fluently!

(3~4)

The teacher concluded that finding 20 is a multiple of 5 and can be calculated by division.

Teacher: Here, Mr. Wang also reminded me that times is not the name of the company, so there is no need to write times after 4.

Teacher: 15 is three times that of 5. Can you express it in a formula?

(written on draft paper)

Health: 15÷5=3

Teacher: What does this formula mean?

(2 persons)

Teacher: Great! It seems that it is no problem to ask for 5 times of 10! Let's work out the formula together!

(blackboard writing: 10÷5=2)

Teacher: Tell your deskmate what this formula means.

Teacher: I want to hear what you have to say, can I?

(5) Summary

Teacher: Students, to solve the problem that one number is a multiple of another number like this, we can usually calculate it by division. Let's follow Mr. Wang into life, find such mathematical problems in life and solve such mathematical problems.

(blackboard writing: find out how many times one number is another)

Try to use it to solve math problems.

(1) Teacher: Spring is a good season for physical exercise.

Computer display sports pictures

Teacher: Look! It's really lively here! What are the children doing?

Health: Tug of war, running

Teacher: How many people are running? How many people are there in the tug of war?

Teacher: How many times more people tug-of-war than running? Who will say something?

Health: 4 times.

Teacher: How to work out the formula?

Student formula: 16÷4=4

Teacher: Who can tell me the meaning of this formula?

Health: 16 has four 4' s, and 16 is four times that of 4.

Teacher: The more you say, the better!

(2) Teacher: The playground here is also very lively. What do you see?

Teacher: Count how many people lost their handkerchiefs and how many people sang songs.

Teacher: How many times as many people throw handkerchiefs as singers?

Teacher: The formula is listed on the draft paper.

Teacher: Say the formula in chorus.

Teacher: Here are two eights. What does the 8 before division mean? What does the 8 after division mean?

Teacher: It is clear that the number of people who want to lose handkerchiefs is several times that of singers, and the number of people who want to lose handkerchiefs depends on the number of singers.

Third, consolidate the practice.

1, Teacher: There are many multiples around us. Look! What did you find from their conversation?

Teacher: Based on this mathematical information, can you ask a mathematical question about multiples?

Teacher: Did you hear me clearly? All right, who wants to say it again!

Teacher: List the formula on the draft paper.

2. Mathematical problems in statistical charts

Teacher: What's this, class? Know each other?

Student: Statistical chart.

Teacher: As you may know, this statistical chart appeared when I was studying statistics last semester! Students at that time used mathematical knowledge to discover these mathematical information. What new mathematical information can you find through today's study?

Teacher: I found it too. Look!

Summary: The same statistical chart, but with the growth of students' knowledge, it is found that there are multiples in the statistical chart.

3. Teacher: OK, let's go out of the campus and have a look in the suburbs!

Teacher: Based on this mathematical information, what mathematical questions can you ask?

Teacher: The students not only asked well, but also answered well, so I sent you some bright smiling faces.

4. Draw a picture and draw a multiple relationship.

Teacher: How many white smiling faces are there?

Teacher: Let's take out two prepared watercolor pens and paint them on smiling faces to show the multiple relationship.

Student coloring

Teacher: How many red smiling faces are there? How many green smiling faces are there? What are their multiple relationships?

Fourth, expand and extend.

1, Teacher: What have you learned?

2. Teacher: Finally, I will test you on a topic. The child is 6 years old and the mother is 36 years old. Do you know how old his mother is?

Health: 4 times.

Teacher: How did you know so quickly?

Teacher: Please think about it. How old was my mother last year?

Health: Seven times.

Teacher: How did you work it out?

3. Teacher: In the beautiful spring, I feel particularly warm when listening to the wonderful speeches of my classmates. I hope that students will take advantage of the good season to go out and find more math problems around them.

The fifth teaching content of the second grade mathematics teaching design;

The People's Education Publishing House, the first volume of the second grade primary school mathematics, Unit 4, Preliminary understanding of multiplication

Teaching objectives:

Cognitive goal: (1) Combining with the specific situation, I have a preliminary experience and understanding of the significance of multiplication, and know that it is easier to find the sum of several identical addends by multiplication.

(2) Know the multiplication sign and read and write the multiplication formula.

Ability goal: to cultivate students' initial ability of observation, comparison, analysis, reasoning and hands-on operation, and to learn to raise and solve problems from the perspective of mathematics.

Emotional goal: feel the close connection between mathematics and life, and experience that there is mathematics everywhere in life.

Teaching preparation:

Multimedia courseware, paste

Teaching process:

First, create situations, stimulate interest and introduce new lessons:

Teacher: Students, there is a place full of laughter and laughter in our mathematics kingdom, and that is "Happy Valley"! Want to see it? Today, the teacher takes you to the playground in Happy Valley. Please look at the big screen:

Please observe carefully. Who can tell me what you see?

The students had a warm exchange.

Teacher: Can you ask math questions according to what you see?

Students can ask questions freely.

Teacher: How to arrange it?

According to the students' answers, the teacher wrote on the blackboard: 4+4+4+4 = 20 (person) 5 4.

2+2+2+2+2+2= 12 (person) 6 2

3+3+3+3= 12 (person) 43

(release)

Teacher: Why is this arrangement? Guide the students to say five 4s, six 2s and four 3s.

Teacher's blackboard writing: 5 4 6 2 4 3

Teacher: You have found a lot! You are all clever children. Happy Valley is not only full of happiness, but also full of wisdom! Let's follow the "elf" to experience it for ourselves!

[Design intent: Create a playground life scene that students like, so as to stimulate students' interest in learning. At the same time, let students know the origin of mathematics. ]

Second, practice and guide the inquiry:

1, practical exploration: initial perception multiplication

Teacher: First of all, we came to the first stop of "Happy Valley"-"Puzzle Bar", where an interesting puzzle game is being played. Who can tell me what pictures each child has drawn? How many? How many sticks are used in each figure?

Students look at the pictures and communicate. The teacher writes randomly on the blackboard: 3+3+3 =18 (root).

10+10+10 = 30 (root)

5+5+5+5=20 (root)

Teacher: Can you pose some portraits you like? Let's try it together.

Students operate and teachers patrol.

Teacher: Who can tell me what kind of figure you drew? A * * * put a few? How many sticks did you use?

Teacher: How many sticks did you use for a set of numbers? How to make a formula?

Students report and communicate, and the teacher calculates the formula on the blackboard according to the students' answers.

Teacher: What are the characteristics of observing and comparing these addition formulas?

Health: Several addends are the same.

2. Form appearance:

Teacher: Can you give an example like this?

Students give examples of similar formulas.

Teacher: Teacher, there are 20 sums of 2. Can you tell me the addition formula?

Teacher: It's too much trouble to use the addition formula. Is there a simple algorithm? (Student group discussion)

3, abstract generalization multiplication:

Teacher: The addition of 2+2+2+2 ... +2 can also be expressed on the blackboard by a new operation method-multiplication: a preliminary understanding of multiplication.

For example: 3+3+3+3+3 = 18. When six threes are added, you can write a multiplication sign between the same addend 3 and the same addend number 6.

(The teacher said on the blackboard: 3×6)

Teacher: "×" is called multiplication sign and pronounced "multiplication". (Read it twice)

Indicates that the multiplication sign is written: "+"is the multiplication sign.

Multiplication is rewritten by addition, so when the "+"is tilted, the sign of multiplication is changed.

(Guide students to read empty books)

4, teach multiplication to read and write:

Teacher: For example, 3+3+3+3 =18. Multiplication is 3×6= 18. Read: 3 times 6 equals 18.

Or 6×3= 18 is read as: 6 times 3 equals 18.

Read the formula by name, and then let the students read the formula together.

Teacher: Can you rewrite the other two addition formulas on the blackboard into multiplication formulas?

Students write multiplication formulas independently, read them twice and then exchange corrections. The blackboard is 3× 10=30 or 10×3=30.

4×5=20 or 5×4=20

5, observation and comparison, further understanding of multiplication:

Teacher: What are the characteristics of these formulas? (Students observed and found)

Teacher: To find the sum of several identical numbers can be calculated by addition or expressed by multiplication, which is what we learned today.

[Design Intention: Because each individual's thinking mode and level are different, the methods adopted are also different. Therefore, in teaching, let students interpret the meaning of multiplication in real "doing" activities. The process is simple and clear, and the operation direction is clear. Students can perceive the meaning of multiplication and establish the connection between multiplication and addition. ]

Third, expand the exercise:

1, Teacher: What questions can I ask when I go back to the playground? Can you list the multiplication formulas?

Students ask questions and calculate in parallel.

2. Find friends for small animals (read the formula and say the meaning)

Four+four+four eights add up.

8+8+8+8 3 4 addition

3. Complete P46 "Do one thing" independently, exercise 9, topic 1, 2, 3 ((independently, collectively modify. )

4. What multiplication problems have you seen in your life? Try to talk to your classmates.

5. After-school development:

Look at the things at home when you get home and see which ones can be solved by multiplication. Tell mom and dad what you see and think.

[Design Intention: This design is to fully reflect the concept of the new curriculum. Everyone learns useful mathematics, and different people have different understandings of mathematics, and further feel the connection between mathematics and life. ]

Design of blackboard writing: a preliminary understanding of multiplication

Addition: 3+3+3+3 =1863s.

Multiplication: 3×6= 18 read: 3 times 6 equals 18.

Or 6×3= 18 is read as: 6 times 3 equals 18.

Reflection after class:

The Preliminary Understanding of Multiplication is the first volume of the second grade of primary school mathematics published by People's Education Publishing House. This lesson is the beginning of multiplication and the basis for students to learn multiplication formula further. The essence of multiplication is a special addition and a simple operation of addition. The growing point of multiplication knowledge is the addition of several identical numbers. The teaching content of this section and the addition of the same addend are interdependent and triggered on the basis of identifying the same addend and the number of the same addend. Therefore, the key and difficult point of this course is to let students experience the process of multiplication and understand the significance of multiplication.

1. Realize three-dimensional goals in the process of learning.

Because of the thinking characteristics and age characteristics of junior students, they have special ways and methods to understand things. When preparing lessons, on the one hand, I pay attention to making full use of the mathematical resources presented in the textbook; on the other hand, according to the new mathematical concepts put forward in the new curriculum standard, I make appropriate supplements and adjustments to the textbook resources, providing students with sufficient time and space for independent exploration and positive thinking, allowing them to experience the process of multiplication and make full use of their familiar activity experience to carry out activities independently. Therefore, at the beginning of class, I contacted students closely and brought them into their familiar life world through talking with them. Taking advantage of children's familiar life situation, starting from students' life experience and existing knowledge, I integrate the concept of multiplication into students' favorite amusement parks and jigsaw puzzles, so that students can master basic mathematical knowledge and skills through mathematical activities, which is not only conducive to students' understanding of the significance of multiplication, but also conducive to initially learning to observe things and think about problems from a mathematical perspective, and to stimulate students' interest in mathematics.

2. Achieve three-dimensional goals in the process of guidance.

Teachers are the organizers, guides and collaborators of students' mathematical activities. In the process of classroom teaching, I try my best to create a space for independent exploration of knowledge. By comparing and analyzing the addition formulas with the same and different addends, I create different situations around the two centers of "same addend" and "same addend", so that students can understand the significance of multiplication in specific situations, lay a foundation for further feeling the necessity of learning multiplication, break through difficulties, strengthen the connection between mathematics and life, and guide students to observe real life from the perspective of mathematics. The whole teaching set up a platform for students to participate actively and paid attention to the autonomy of mathematics learning. In the process of teaching, I give students the initiative to learn and explore, so that students can experience the process of "doing mathematics" through active observation, exploration, discussion and communication in the mathematical activities of watching, watching, thinking, speaking and practicing, so that students can lead their thinking by moving, promote their learning by thinking, and realize it in the process of "trying to learn from middle school and cooperative inquiry", which fully embodies the autonomy of learning in the curriculum standards.

3. Cultivate students' awareness of multiplication in application.

The new curriculum standard points out: "Learning should focus on cultivating students' mathematical consciousness, so that students can learn to observe and analyze the real society by using mathematical thinking mode, solve problems in daily life and other disciplines, and enhance their awareness of applied mathematics. "This class combines the study of multiplication knowledge. I have always paid attention to cultivating students to consciously communicate the connection between the life experience of" number "and multiplication operation, so that students can keep in touch with real life, observe life phenomena from the perspective of multiplication and solve practical problems.

After teaching, I think there are still many places worthy of reflection:

1, we must break through the difficulties in teaching, and the difficulty is to add a few points. At the beginning of the class, I just let the students feel emotionally, but I didn't say "several" clearly, which set obstacles for the students to say the meaning of multiplication later. In this link of exchanging thematic maps, it is necessary to explain "several" clearly, so that students will not be so difficult to understand the meaning of multiplication in the next exploration.

2. In the comparison of addition and multiplication formulas, the multiplication is only simple in theory, and students have no practical experience. In order to experience the simplicity of multiplication, a situational exercise should be designed so that students can draw the conclusion that multiplication is a simple operation of addition through experience.

After teaching the "Preliminary Understanding of Multiplication", I felt a lot. I think that as a qualified teacher, we should study the teaching materials carefully, try boldly, reflect constantly, sum up the experience of success or failure, and improve our teaching level and quality.