People's education printing plate second grade mathematics volume three courseware.

The design and application of # Courseware # Introduction Courseware must be combined with the objective conditions of teaching content and other aspects, and specific problems should be treated specifically. If you do it properly, you will get unexpected good results. On the contrary, it will be counterproductive. If boring courseware will inevitably make students lose interest in learning, then a well-designed courseware can closely link students' activity psychology, activate their thinking, enhance their interest in learning, and thus greatly improve their enthusiasm. The following is the second volume of mathematics courseware compiled and shared by People's Education Publishing House. Welcome to read and learn from it.

People's education printing plate second grade mathematics first volume courseware

Find the format of business teaching plan with multiplication formula from 2 to 6

Learning content: Exercise 5, Page 27-28, Volume 2, Grade 2.

Learning objectives:

? Knowledge and skills

1) Know how to find the quotient with the multiplication formula of 2~6, and you will find the quotient with the multiplication formula of 2~6.

2) To further understand the multiplication and division relationship, the quotient of the division formula can be calculated by means of the multiplication formula.

3) Cultivate students' awareness of inquiry, language expression and ability to collect information.

? Process and method

By means of the formation process of quotient method of multiplication formula, we can understand the general strategy and set of solving problems and the corresponding mathematical thought.

? Emotional attitudes and values

Cultivate students' awareness of cooperative learning, stimulate students' interest in learning mathematics and feel the happiness of success.

Preparation of teaching AIDS: courseware and cards.

Preview homework:

Preview question 4 on page 26 of the textbook.

How did you make it?

What does each formula mean?

Teaching process:

First, preview the feedback:

Formula: meaning:

3×5= 153 5 * * is 15 people.

15÷3=5 15 people, with an average of 3 tables and 5 people at each table.

15÷5=3 15 people, 5 people per table, divided into 3 tables on average.

Second, create scenarios to stimulate interest

Third, review and consolidate new knowledge:

(a) Activity 1: Towards the Kingdom of Mathematics

1, Teacher: In order to greet the king smoothly, do exercises first and do some physical exercise. The multiplication formula of 1-9 on the back of the hand.

Teacher: Listen, the train is coming. Let's start by train! The courseware shows a small train, and each carriage consists of a series of fill-in-the-blank questions, accompanied by the sound of the train.

() 423 () 154 () 24

Two () ten () six three six three () eighteen

(2) Activity 2: Entering the Kingdom of Mathematics

1, Teacher: To enter the kingdom of mathematics, you must first have an exam. As long as we all do it right, we can successfully enter the next stop. Do you have confidence? Ok, let's race to see who is the most careful and can get into the gate smoothly. Now do question 6 on page 26 of the textbook.

2, courseware demonstration proofreading answers, deskmate change each other.

(3) Activity 3: Take the "maze"

Teacher: Welcome children to the next stop. Look at this maze. The rule of "maze" is to find the entrance and exit at the periphery of "maze" and walk in a certain order. Tell me what you followed. (Courseware can be switched according to students' answers. )

(4) Activity 4: Correct answer, "kitty Cat" is your friend. The courseware shows the fifth question on page 26 of the textbook.

(5) Activity 5: See who gets home first. (Exercise 5, Question 1 1. )

Four-person competition, send representatives to report.

Fourth, the class summary:

Teacher: Students, who do you think will pick you up? (The courseware shows "kitty Cat"), "kitty Cat" praised everyone for their good performance today. They are all smart children who love to think. I hope you will continue to work hard and gain more in your future math study. Do you have confidence?

Fifth, complete the "in-class exercises"

The second part of the second volume courseware of second grade mathematics published by People's Education Press

In terms of basic concepts, the curriculum standards clearly point out that it is necessary to change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligent hands-on, and cultivate students' abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating. This lesson attempts to stimulate students' learning emotions by changing the way of teaching and learning, so that students can actively participate in learning discussions, independently establish concepts, understand concepts, apply concepts, experience the joy of exploration and success, and effectively stimulate learning emotions.

[Teaching process]

First, create situations and establish concepts

1, find a right angle brother and a right angle brother.

(1) (The media shows "right-angle dolls" and houses with acute angles, obtuse angles and right angles) "Hey! Son, do you still know me? " Right angle warmly invites children to his home. Look! Right-angle elder brother also comes to welcome everyone. Look carefully and find out where Brother Right Angle is and where Brother Right Angle is. Think for yourself first, and then talk to your deskmate. )

(2) collective report. Let the students express their opinions. The corner on the roof is a right-angled brother, and the corner on the roof is a right-angled brother. Why do you say right-angle brothers?

Brother? "(It is bigger than a right angle, and its sides are bigger than a right angle. ) "What about right-angle brother? Why do you think it's a right-angled brother? "

Teacher: Children really have the ability to find right-angled brothers and sisters. In fact, Brother Right Angle also has a nice name called obtuse angle (read twice), and Brother Right Angle also has a nice name called acute angle (read twice). Today we are going to learn acute and obtuse angles. (blackboard writing topic: acute angle and obtuse angle)

Line up the three brothers in the corner. Who is the boss? Who's the second child? Who is the third child? (blackboard writing: obtuse angle > right angle > acute angle)

3. Judgment: Can you name the following corners quickly? Exercise 9 (Question 2) requires: Take the form of rushing to answer, and the rest of the children will judge as small teachers and give applause to those who answer correctly.

Teacher: The last angle is right angle, obtuse angle and acute angle. Who is right after all? Like this corner, you can't see it quickly with your eyes. Who can we ask to help us judge? (Right angle of triangle) (Computer demonstration) What angle is this? Why? (Because it's bigger than the right angle) Please help me to check whether the first two angles are acute. (Computer demonstration)

4. Explore the method of right-angle judgment. "Who wants to remind everyone to use the right angle of the triangle to help judge what to pay attention to?"

Teacher: Using right angles to assist judgment, we should pay special attention to the coincidence of vertices, one side coincides and then look at the other side. (Computer demonstration)

5. Find a corner of your life. Find out where there are corners in the object below. (Heart-shaped, vest, red scarf, scissors)

Second, the operation practice, comprehensive internalization

1. Make an angle.

Teacher: Make these three corners with pieces of paper on the table, movable corners and other school tools. Requirements: group cooperation, arranged by the group leader, one is right angle, the other is acute angle and the other is obtuse angle. The team leader will report later. Let's compare which group did it quickly and well.

(1) group presentation report.

(2) Student evaluation.

(3) Show it to the whole class. Please show the students acute angle and obtuse angle respectively. Finally, show the right angle.

2. Draw corners.

Requirements: The teacher draws an acute angle, a right angle and an obtuse angle for you 1 minute, and writes their names. Children who draw fast can draw more. Compare and see who draws more and draws well.

(1) Student activities, teachers patrol.

(2) Show and evaluate students' works.

(3) Show, appreciate, evaluate and help each other in the group.

3. Count the angles.

Count, each figure has () acute angles, () obtuse angles and () right angles.

Third, apply the concept to practice.

As a "small designer", the design requirements are: using right angles, acute angles, obtuse angles, and learned graphics to design beautiful patterns. First conceive, then draw, compare who draws the most beautiful pattern, and give your painting a nice name. Finally, show the works and evaluate them.

The third part of the second-grade mathematics courseware of People's Education Press

Teaching objectives:

1. Let the students initially perceive the phenomenon of translation and rotation through life scenes; Through observation, classification and comparison, let students know the transformation characteristics of translation and rotation of objects; Initially, the translation and rotation of the graph will be judged.

2. Simple graphics will be translated on grid paper. Through observation and hands-on operation, students' observation ability and problem-solving ability are cultivated.

Teaching emphasis and difficulty: being able to correctly tell the translation distance of pictures and texts.

Preparation of teaching AIDS: courseware and learning tools.

Teaching process:

First, introduce the scene. Today, I will take you to an amusement park to learn math knowledge-translation and rotation. (Look at the color picture on page 37 of the textbook)

Second, the new teaching

1, perception of translation and rotation.

(1) Take a look and tell me what the amusement park has.

(2) How do these amusement projects move?

(3) According to the different sports of amusement projects, how many categories can they be divided into? How is it divided?

(4) Divide one point by yourself first, and then communicate in groups of four if there are difficulties.

2. Understand the characteristics of translation and rotation.

(1) Tell me the reasons for classification.

A: The train runs along a straight track, the cable car slides along a straight ropeway, the rocket takes off, and other objects move along a straight line. What's the name of this sport?

B: Rotation: windmills, motorcycles, etc. Do circular motion around a point or an axis. What's the name of this sport?

(2) Take life examples to further understand the characteristics of translation and rotation.

(3) Use learning tools to do translation and rotation on the desktop.

Summary: Through observation and examples in life, we can initially perceive the phenomenon of translation and rotation of objects and understand the characteristics of translation and rotation.

3. Practice (courseware shows P4 1 page grid diagram)

(1) How to move the small house up 1 grid? (Students begin to use learning tools)

(2) If you move it up 5 squares, will it move?

(3) If you move 7 squares to the right, will you move? (Students begin to use learning tools)

(4) Teachers demonstrate and students answer. How did you see it? )

(5) Teachers demonstrate and students answer. How did you see it? )

(6) If you move it four squares to the right and then three squares down, will you move it?

(7) Translate four squares to the right to determine which ship to get? (Courseware shows the first question on page P43 of the textbook)

(8) What kind of fish can overlap the little red fish by translation? (Courseware shows question 4 on page P44 of teaching material)

Second, comprehensive exercises.

1, which of the following phenomena is translation? What is rotation? (question 3 on page 43 of the textbook)

2. Appreciate translation and rotation in life.

Class summary: What new knowledge did you learn in this class today? Is there a problem? How did you learn all this new knowledge?

Third, after-school activities should use translation and rotation to do sports.