Three model essays on primary school mathematics lectures published by People's Education Publishing House

# 2 # Introduction The study of mathematics can be said to be very boring. I recite formulas and do many types of questions. At this time, if teachers have a clear speech, it will greatly improve teaching efficiency, enhance classroom activity and improve students' interest in learning. Excellent teachers often have their own lecture style and gradually form their own unique teaching skills, which will become your charm. The following is the relevant information compiled by KaoNet, hoping to inspire you.

Tisch

Let's talk about textbooks first. 1. Teaching content: acute angle and obtuse angle P38—P40, the fourth volume of primary school mathematics published by People's Education Press.

2. teaching material analysis:

"Acute Angle and Oblique Angle" is the content of Unit 3 "Graphics and Transformation" in the second volume of the second grade of compulsory education curriculum standard experimental textbook (PEP Edition). At the beginning of the textbook, there are three different angles. By comparing the right angles of triangles, students can abstract the concepts of acute angle and obtuse angle and learn to distinguish them. By designing a series of learning activities such as finding, making and drawing angles, students can deeply understand the characteristics of right angle, acute angle and obtuse angle, and lay a foundation for further study of angle measurement.

Second, say the goal.

According to the characteristics of the textbook, I will talk about the teaching objectives of this lesson from three aspects: knowledge, skills and emotion:

1. Knowledge goal: You can identify acute angles and obtuse angles on the basis of right angles, and accurately describe the characteristics of acute angles and obtuse angles in your own language.

2. Ability goal: Go through the process of angle finding, angle dividing, angle making, angle drawing, angle appreciation and angle setting, and cultivate observation ability and spatial thinking ability; At the same time, learn to cooperate and communicate with others, learn to improve themselves and improve themselves.

3. Emotional goal: through the activities of teacher-student evaluation and experience exchange, build self-confidence and gain the joy of learning success; At the same time, I feel that there is mathematics everywhere in my life and experience the fun of learning mathematics.

Teaching emphasis: You can correctly use the right angle of triangle to distinguish acute angle and obtuse angle.

Teaching difficulties: can clearly distinguish the characteristics of right angle, acute angle and obtuse angle.

Third, talk about teaching methods and learning methods.

Teaching methods and learning methods are a unified whole, they are complementary and interrelated. Teachers' teaching should adapt to students' learning, and students' learning cannot be separated from teachers' guidance. In this class, I am going to guide students to adopt the learning methods of self-exploration, hands-on operation, guessing and verification, and cooperative communication, and create a relaxed and open learning atmosphere. Guided by "elf cleverness", I will start teaching with "finding, dividing, doing, drawing, appreciating and swinging" as the main line to stimulate students' interest in learning and encourage them to try. Let students participate in the learning activities of finding, dividing, building, drawing, appreciating and putting to the limit, let students gain new knowledge through constant thinking and exploration, seek * * * development and * * * progress through constant evaluation and communication, and experience the happiness of learning at the same time.

In short, teachers' "teaching" should be: creating situations, stimulating interest, encouraging exploration and guiding discovery; Students' "learning" can be achieved: courage to try, independent exploration, cooperation and exchange, and common development.

Fourth, talk about the teaching process.

First, create a situation to stimulate interest introduction.

1, wonderful: the elf brought you an old friend-Jiao.

2. Name the students and talk about the composition of the corner.

3. Cong Cong takes everyone to find a corner.

(Creating a situation at the beginning: Introducing clever elves to stimulate students' interest in learning will not only help students review old knowledge, but also help students enter the learning state as soon as possible. )

Second, practice and explore independently.

1, perception angle.

(1) The student pointed to the corner. The teacher clicks on the corner with the mouse to abstract the shape of the corner.

(2) Ask the students: Are there any corners we have learned? Please say its name.

(3) Ask the students: What method can be used to prove that horn 2 and horn 4 are right angles?

(4) Teachers emphasize the method of comparative angle. [+Primary School Teaching Design Network _www.xxjxsj.CN=}

Students' group cooperative learning is reflected in many places. Through group autonomous learning, cooperative learning and inquiry learning, students at all levels have their own strengths. Ask students to reproduce the shape of the angle and perceive the characteristics of the angle through the activity of point angle, so as to review the method of angle comparison and prepare for the following angle division. )

2. Know acute angle and obtuse angle.

(1) Students classify the six corners in groups.

(2) Two classification methods of group statements.

(3) Teachers put forward the method of dividing angles. The concepts of acute angle and obtuse angle are derived when verifying with the right angle of triangular plate. (random blackboard writing)

(4) Teacher's summary: skills of identifying angles.

Teachers and students explore the characteristics of acute angle and obtuse angle through guessing, cooperation and communication, derive the concepts of acute angle and obtuse angle, and experience the learning platform of student-student interaction and teacher-student interaction. )

3. Experience acute and obtuse angles.

(1) The teacher makes the horn and the students name it.

(2) Teachers name the speakers and students make them.

(3) Turn within the group.

(4) Teachers and students cooperate to "draw a corner".

(5) The teacher emphasized the requirement of drawing corners.

Through the hands-on activities between teachers and students, I feel the internal connection of right angle, acute angle and obtuse angle. Cultivate students' observation ability and develop their spatial thinking ability. At the same time, the evaluation of students, teachers and students mobilized students' enthusiasm, paid attention to their emotional experience and highlighted their dominant position. )

4. Congcong's evaluation.

Congcong takes students to play in the activity park.

Inspire students' enthusiasm for learning through the evaluation of Cong Cong, an elf, so as to naturally transition to the next link: playing in the activity park. )

Third, expand and deepen.

1, activity 1: find a corner.

2. Activity 2: Appreciation Corner.

3. Activity 3: Swing.

(In the form of activities, the practice of "finding corners, appreciating corners and swinging corners" is interspersed to avoid students' fatigue, let students feel that mathematics is everywhere and enjoy the happiness and success of learning. At the same time, through targeted and hierarchical exercises, let students check the learning effect, so as to better grasp the feedback information of students. )

Fourth, connecting the preceding with the following, evaluation and summary.

1, exchange experiences and send Congcong.

2. Teacher's summary.

3. assign homework.

Find a corner at home after class and say the name to see who can find it more accurately!

extreme

First, the lecture content "Compulsory Education People's Education Edition" Primary School Mathematics, Volume II, Page 12 ~ 14 "Average Score"

Second, a brief analysis of teaching materials

Division is the key content of teaching in this book, and its significance is based on "average score", so this part of knowledge of average score fully illustrates its foundation and importance. The textbook is arranged for two teaching hours, mainly to let students understand the meaning of average score through practical operation in specific situations. It includes the following contents: (1) Example 1 Create a situation through the theme map, and the meaning of average score comes from "each share gets the same amount". (2) Through examples 2 and 3, let students experience the process of average score and further establish the concept of average score. Example 2 is the equal division of the known total number and the number of shares, and example 3 is the inclusive division of the known total number and the number of shares. The teaching content of this lesson is example 1 and example 2. Through the study of average score, students can accumulate rich perceptual knowledge for learning division, so as to understand the meaning of division smoothly.

According to the requirements of the new curriculum standards and the characteristics of the above teaching contents, the teaching objectives of this course are as follows:

1, let students know the meaning of "average score" through practical operation, and form the appearance of average score. The multi-minute method of understanding the average score.

2. Cultivate students' ability of independent inquiry, hands-on operation and cooperative communication.

3. Cultivate students' sense of equality and experience the sense of achievement in solving practical problems with mathematics.

The meaning of division is based on the meaning of average score, so I think the focus and difficulty of this course is to guide students to explore the meaning of "average score" and form a representation. However, the thinking integrity of senior two students is not enough, so the teaching difficulties of this course let students know a variety of methods to get the average score, which is ready for the understanding and calculation of division. The key to highlight key points and break through difficulties is to let students always study and explore in life situations and experience the process of solving problems through hands-on operation, thus forming a clear representation.

Third, teaching ideas

In order to achieve the teaching goal, I intend to embody the following teaching methods in designing this course:

1, using theme-based teaching, relying on concrete and vivid life situations to stimulate students' interest in learning and take the initiative to explore;

2. Through many hands-on operations, guide students to participate in a variety of senses and experience the process of mathematical modeling.

3. Group cooperation is the main form of learning, and every activity is for everyone. At the same time, the design of open practice pays attention to the publicity of personality.

At the same time, a learning method adapted to the teaching method is designed, namely:

1, so that students can always experience the process of "asking questions, understanding problems and solving problems" in specific situations.

2. Through group cooperation, create sufficient practical opportunities for each student to experience the characteristics and methods of average score in various forms and contents.

3. The design of exercises pays attention to the cultivation of students' problem-solving ability, and the basic problem-solving is completed synchronously after the new teaching; Comprehensive practical application is put at the end of class and presented in an open and vivid form.

In view of the assumptions of the above teaching methods, I handled the teaching materials properly when preparing lessons, and tried to show my teaching with the following teaching process:

1. Stimulate students' interest in learning by putting forward and solving the practical problems of distributing prizes, so that students can feel the respective roles of average score and uneven score in their own choice of distribution methods, and understand the meaning of "each share has the same amount".

2. Distribute gifts evenly through group cooperation, further clarify the meaning of average score in the process of average score, and describe the result of average score with concise and complete words.

3. Consolidate the characteristics of average score through judgment exercises, guide students to average score as required, and turn uneven scores into average scores.

4. Thirdly, work in groups to guide students to average their scores in different ways, and optimize the division method and calculate the infiltration division when reporting and communicating.

5. Open and innovative comprehensive exercise: "I am a little designer", through the "choosing button styles and quantities for clothing" that students are interested in, train students to flexibly and creatively use the average knowledge they have learned to solve practical problems and prepare for the next class; At the same time, we can find the division law of "the divisor is constant, the smaller the divisor, the greater the quotient" in the final result, and pay attention to the cultivation of students' aesthetic consciousness and overall arrangement ability.

Fourth, teaching implementation.

The teaching idea and intention in preparing lessons must be realized through classroom teaching practice and comprehensive analysis of students' dynamic performance, which has real value and significance. In the teaching of this course, I try to implement my spirit of preparing lessons from the following aspects:

(A) create a situation to stimulate interest

(1) Dialogue creates a situation: Children, our primary school activities in Shi Zhuang are rich. In the just-concluded Chinese knowledge contest, XX and XX of Class XX won the first place, the second place and the third place respectively. The school has prepared six exquisite notebooks to reward these three children. What do you think is better? (Students speak freely)

These three children are very clever. They tied for the first place in the math exam again, or six notebooks as prizes. What will you do this time?

(3) What do you find by comparing these two different methods? Let's talk to the group.

(4) Summary: Yes, like the second time, every child gets the same amount. What is this division called? (average score)

(5) Why did you get the average score for the second time? (because they are in the same place)

Is the average score the first time? Why do you want to divide it like this?

(6) Teacher: Yes, sometimes you need an average score in your life, but sometimes you don't need an average score.

Now these three children want to give six notebooks to this pair of two little friends. How to divide it better?

(3 copies per child)

(7) What is this division called? Then we can say: give two children six notebooks on average, and each child has three notebooks.

Who can say that? You say it yourself.

(8) How many children are allocated to six books on average? (2) Give two children on average. We can also think of it as an average of two. How many copies will each child get? (3 copies) It can be said that each copy is 3 copies. Explain how each share is divided. (as much)

In this way, each share gets the same amount, which is called average score.

(2) The process of practicing and experiencing the average score.

1, create a situation

In the new semester, the small flame action of love in XX primary school has begun! Each group will also give you prepared prizes.

Let's form a pair of children. What are your group's school supplies? * * * How many pieces? How many pairs of children are required to be evenly distributed?

2, group cooperation, a point, say, and fill in the results on paper.

Report; The media randomly produced the following words:

Distribute the four pencil boxes to four children equally, and each child is assigned ().

Distribute 12 erasers to 6 children on average, and each child will get ().

Distribute 8 rulers to 2 children equally, and each child will be assigned ().

Distribute 10 books to two children equally, and each child is assigned () books.

3, synchronous practice, consolidate the characteristics of the average score

During the winter vacation, several pairs of children came to XXX's house, and he took out many delicious foods to entertain them. Think about it, is it an average score? Why?

Bananas: 4, 6.

(2) 12 bread: 3,3,3.

(3)8 cases of milk for the whole year: 3, 3 and 2.

(4) Divide the eight chocolates among the four children equally. Who is right? (The second question in the book/kloc-page 0/6. Indication)

Teacher: The third kind has the same share. Why is it wrong?

The requirement is to give it to four children on average, but it is to give it to two children on average. There are mistakes in each copy and number of copies. )

What do you think the average score should pay attention to?

Look at the number of copies, and then see if each copy is the same. )

(3) Further experience the process of average score and explore various methods.

1, Teacher: Our school has also prepared some books for the hand-in-hand brothers class. 15 This book is distributed to five children on average. How many books were distributed to each child? How would you divide it? One point for teamwork.

2, report the results (students may have different methods, but smart students will use the multiplication formula to help average scores and prepare for learning division).

Everyone will get one point.

The children in the lower grades made many greeting cards. A * * * has nine cards, hand in hand and distributed to three classes. Each class was assigned several cards. Choose the way you like, score one point as required, and tell the result.

How to divide it? Why is it so divided?

4. Think about it and say the result of the score.

The brigade also prepared 12 schoolbags, which were distributed to four classes of Hope Primary School on average, and each class was distributed to ().

(4) class summary

(5) Re-experience and expand thinking.

1. Create the situation and put forward the activity requirements.

On June 1 day, we will perform on the same stage with the children in pairs. The school has designed some clothes (there are five styles of clothes, what is missing? Let's be small designers together and cooperate in groups to match buttons for these beautiful clothes.

Listen to the teacher's request first: each group has 12 buttons, which are nailed to one style of clothes on average, and should be divided well every time. You want to nail them to several clothes evenly, try swinging them and fill in the results on the exercise paper.

2. Students report and the media show the results.

12 was nailed to (1) pieces of clothing, and each piece of clothing was nailed to (12) pieces of clothing.

12 is nailed to (2) pieces of clothes, and each piece of clothes is nailed with (6) pieces.

12 is nailed to (3) pieces of clothes, and each piece of clothes is nailed with (4) pieces.

12 is nailed to (4) pieces of clothes, and each piece of clothes is nailed with (3) pieces.

12 is nailed to (6) pieces of clothes, and each piece of clothes is nailed with (2) pieces.

12 was nailed to (12) pieces of clothing, and each piece of clothing was nailed to (1) pieces of clothing.

Q: Look at the record carefully. What did you find?

Do you know why the more nails there are, the less buttons there are on average? (Total unchanged)

Amazingly, the children came up with so many schemes, chose the beautiful matching method that you think is most suitable for this dress, and stuck the buttons on the real sample. Show your work to everyone as soon as the completed team arrives!

Tisso

I. teaching material analysis First of all, let's look at teaching material analysis: (1) The position and function of the textbook: This part of the textbook arranges two examples, which are to learn the calculation of numbers after learning addition and subtraction. The arrangement and addition and subtraction are basically the same. It also arranges a situation diagram with examples to help students understand the meaning of addition and subtraction and the calculation order. At the same time, lines are used to indicate the calculation order and the numbers calculated in the first step in the formula. The processing of graphic arrangement is helpful for students to gradually transition from watching the number calculated in the first step to memorizing the number calculated in the first step in their minds to complete the second step calculation, thus gradually improving their calculation level. The mixing of addition, subtraction, multiplication and division lays the foundation for students to learn carry addition and subtraction within 20 years in the future. The above knowledge plays a very important role in students' subsequent study. (2) The teaching goal of this lesson is 1, and the knowledge goal is (1) to guide students to experience the process of abstract mixed addition and subtraction calculation of mathematical problems and intuitively understand the significance of mixed addition and subtraction calculation. (2) Master the calculation order of the mixed problems of addition and subtraction, and correctly calculate the mixed problems of addition and subtraction within 10. (3) Learn to solve some simple practical problems in daily life with mixed calculation of addition and subtraction, and realize the close relationship between mixed calculation of addition and subtraction and real life. 2. Ability goal: let students learn to look at pictures, speak pictures, know pictures and understand meanings, understand the relationship between language and patterns, cultivate students' ability to express pictures and meanings in mathematical language, improve students' language expression and organization ability, and gradually develop the spirit of actively exploring science. 3. The goal of emotional moral education: to cultivate students' good study habits, rigorous scientific attitude and love of beauty by learning the order of addition and subtraction mixed calculation, so that students can understand the application of addition and subtraction mixed calculation in real life and stimulate their interest in learning. According to the teaching objectives, determine the teaching emphasis and difficulty of this course. The focus of teaching is to master the operation sequence and calculation method and calculate correctly. At the same time, it is also a teaching difficulty to master the operation order and calculation method and calculate correctly. So, how to break through the teaching difficulties of this class? I'm going to take the following two measures: first, to stimulate students' thirst for knowledge by setting up situations; Second, we should fully mobilize students' enthusiasm in the classroom, so that students can highlight key points and break through difficulties with their eyes, brains and mouths.

Second, the teaching process design

Next, I will focus on introducing the teaching process design of this lesson to experts. First of all, I will stimulate students' curiosity, ask new questions, let students learn new knowledge, and create an exploration scene: an animal kingdom get-together, where all the small animals come to participate in a huge activity. Smart monkeys are on the tree, deer are running on the grass, jumping rabbits, cats and dogs … all come and have fun in the lake. Throw out the question: four swans come in after caring for oil. How many white swans are there in the lake? According to the students' answers, the teacher wrote: 43 on the blackboard. Show the scene where two swans fly away from seven swans. The teacher guides the students to observe and find out the change of swan number in the lake. Students discuss and ask questions: How many swans are there in the lake now? The teacher cooperated with the students to write the formula "43 -2" after 43 on the blackboard, and asked the question: Why should 2 be subtracted from 4 plus 3? Students should observe the pictures and explain the meaning and reasoning, so as to achieve the goal of ability. Guide students to discuss: according to the changing process of the number of swans on the picture, determine what to calculate first, cultivate students' autonomous learning, organize reports and exchange calculation methods. Show it according to what the students say: 43-2, and indicate the calculation order. What is the second step to inspire students to think? Why do you subtract 2 from 7? Furthermore, we designed the second scene: "There are four deer running and beating on the grass, and suddenly two deer left, and then three came." Guide the students to say the pictures according to the pictures and ask a math question: "How many deer are there on the grass now?" Write the formula on the blackboard according to the students' answers: 4-23= () Inspire students to think: What should be the above formula first, and then what? Guide the students to say the calculation order and reasoning, show the thinking line and write on the blackboard what the students say: 4-23=5. Through the design of the scene, guide students to discuss and communicate. Teachers and students * * * Summarize the operation sequence of addition and subtraction mixed calculation: the calculation of addition and subtraction mixed questions should be carried out in the order from left to right. Combined with the characteristics of first-year students' learning situation, in order to stimulate students' thirst for knowledge and improve their interest in learning, I designed an obstacle-breaking exercise. First, I helped the students.

The monkey solved the problem: the little monkey climbed the tree, picked seven bananas at first, accidentally dropped four, and then picked 1. How many bananas does this little monkey have now? Cultivate students' study habit of thinking diligently and answering questions bravely through practice. Why design the content of Chuangguan? It is to further cultivate students' ability to use their eyes, brains and mouths and improve their language organization and expression ability. Chuangguan II: Show page 75 of the textbook and do an exercise: See who can calculate quickly and accurately, and explain the reasons. At the same time, Chuangguan 2 is designed to make students deeply feel the close connection between addition and subtraction mixed computing and our lives. Chuangguan III: I finished the calculation problem on page 76 of the textbook. After finishing this problem, I tried to practice in a novel and interesting way. I will report the calculation results in the form of rushing to answer questions by driving a train. At the same time, the design of "breaking the three barriers" paves the way for learning carry addition in the next 20 years, reflecting the consistency and consistency of our teaching materials. Through a series of exercises, teacher-student interaction, let students analyze, think and then summarize in time. The following is a blackboard design in my class, which is rigorous and beautiful, plays the role of making the finishing point and constructing the knowledge structure.

Third, teaching feedback and evaluation

1, teaching feedback is an important link to test the realization of teaching objectives, that is, teachers judge students' knowledge mastery by observing their language, expressions and answering questions. This lesson has designed three feedback links: ① to achieve the goal of knowledge and skills by rushing to answer questions; (2) Achieve the ability goal through practice, communication and reporting; ③ Through after-class exercises, we can achieve the goal of emotional moral education through practice.

2. Teaching evaluation: students who answered correctly should be fully affirmed, those who are innovative should be praised, those who have knowledge barriers should be patiently guided, corrected and encouraged, and students should be encouraged to study hard through teaching evaluation.

Fourth, teaching guidance.

The teaching design of this lesson shows that mathematics teaching should not only impart knowledge, but also impart thinking methods, which is an effective way to cultivate students' creative thinking. Therefore, the design of this lesson is as follows: 1. In the process of organizing teaching, we should pay attention to the generation and development of knowledge and organize teaching around the four links of "enlightenment-exploration-induction-application". For example, in the examples of 1 and 2, we should design situations to cause problems, explore the order of induction, addition and subtraction, strengthen the application and practice to organize the teaching process, and pay attention to the connection between knowledge. 2. In terms of teaching methods, I mainly adopt the teaching method of combining inspiration with exploration, supplemented by the combination of lectures and practice, and the interaction between teachers and students. Through the inspiration and guidance of teachers and the deepening of students, I collect information from all feedback levels to ensure the synchronization of teachers and students' thinking and achieve the harmony and unity of teaching and learning. This is in line with the teaching principle of "students as the main body, teachers as the leading factor and training as the main line". 3. Strengthen the guidance of students' learning methods, and cultivate students' ability to move their eyes (and observe), move their mouths and use their brains. Adhere to people-oriented, give full play to students' dominant position, transform the process of teachers imparting knowledge into students' cognitive exploration and practical activities, and let students explore ways to acquire knowledge in teaching activities. The way of thinking allows you to learn to think, think about gains, practice gains, and have a successful experience in learning. Improving learning interest also embodies the educational concept of "focusing on cultivating students' ability". 4. Pay attention to the ideological infiltration in the teaching process and create innovative thinking space.

My lecture is over, thank you!