Model essay on mathematics education in primary schools 1
Teaching design of "class dismissed"
Zhang Xiaolei
Teaching content: The second unit of the first volume of senior one mathematics in Beijing Normal University Edition is over.
Teaching objectives:
1. By comparing the height and length of objects intuitively, we can preliminarily perceive the height, length and thickness relationship of two or three objects.
2. Understand that the height, length and thickness of an object are relative.
3. Cultivate students' expressive ability, awareness and ability to cooperate and communicate with others.
Teaching emphases and difficulties:
Through the comparison process of height, length and thickness, master the comparison method initially.
Teaching aid: several ropes with different lengths.
Teaching process:
First, situational import
Teacher: The teacher should compare the height with the students and ask the children to be referees.
What did you find?
Student: The teacher is tall and short.
Teacher: The teacher asked a classmate who sat best to come up and compare with # #.
What did you find?
Teacher: Just now we said that # # is short, but now how do we say that # # is tall?
Health: Not like people.
Teacher: Height is relative, not absolute. Not that he is tall, he will always be tall, depending on who he is compared with. It's not that he's short, he's short, but it depends on who he compares with.
Blackboard: Compared with who?
Second, the actual operation
1, height
Ppt: On the playground, can you find someone shorter than your height?
Can it be said to be complete? () is higher than () and () is shorter than ().
Students observe the heights of boys and girls. The boy thinks he is as tall as the girl. Do you agree? )
Health: The mat is up. That's not right.
Teacher: What should we do? This boy has changed. What about this time?
Student: Girls are tall and boys are short.
Teacher: What do you think should be paid attention to in height comparison?
Health: The heights should be at the same starting point and the same plane, that is, they should be aligned.
Blackboard writing: alignment
2. Length
The two children went to play skipping rope. Let's watch them jump rope. Who is taller? Whose shorts?
Laughter: It's the length.
Blackboard: length.
Teacher: How? Do something.
Health: Align one end first, and then compare it when it is straightened.
Teacher: How clever! Not good compared with bending, only compared with straightening.
Blackboard: Straighten.
Teacher: Let's ask the most disciplined children to make a comparison.
Take out two skipping ropes and let the students compare on stage.
Guide children to explain the process of comparison: how to compare?
For example, () is longer than () and () is shorter than ().
3. Thickness
The children's stools are broken. An uncle came to repair the stool and didn't know which nail to choose. Can you help me choose one?
Students speak, and the teacher demonstrates according to the students' speeches.
Blackboard writing: thickness
Third, consolidate and improve.
Teacher: The children in our class learn very well. They can find out for themselves that height and length are aligned and straightened, and they also know that height and length are relative. The key is to see who to compare with. Now please come down and have a rest. (Music)
As soon as the police car rang, the students looked up and sat down curiously.
1, ppt, guess: Can the police car pass through bridge opening smoothly? Why?
Most students judge that police cars can't cross bridge opening by counting blocks. It is commendable that some students found that after passing through bridge opening, the headlights of police cars can be removed and put on the roof, which can solve the problem.
Height is not only height, but also other aspects.
This rabbit is shorter than its height.
Ppt presentation: Three rabbits are standing on different platforms. Don't show the grid behind the rabbits yet.
Student comparison.
After the students express their different opinions, show the dot grid behind the rabbit, and then let the students observe and compare.
Through careful observation, the students found that they could help to compare their heights by clicking the grid diagram, which was a step further than the previous activities.
3. Teacher's summary
Teacher: Today, we learned how to compare height, length and thickness. What should I pay attention to when comparing?
Health: Height and length must be compared on one level.
Teaching blackboard:
Class is over.
Relative height alignment
Compared with who, straighten up.
thickness
Model essay on primary school mathematics education case II
Find a formal teaching design
Teaching objectives
1, through the orderly arrangement of items, students can initially understand the simple arrangement law and point out the next object according to the law.
2, through coloring, cultivate students' practical ability and stimulate innovative consciousness.
3. By looking for the laws in life, let students feel that mathematics is around and have a sense of intimacy with mathematics.
4. Make students realize value in mathematics activities and enhance their interest in learning mathematics.
Teaching emphases and difficulties
Key point: let students know the simple arrangement rules in the activity.
Difficulty: I will use "Fa" to solve some practical problems and stimulate students' creative thinking.
Teaching preparation
Teaching aid: teaching courseware
Learning tools: colored pens, etc.
teaching process
First, introduce games to stimulate the sense of inquiry.
1, Teacher: Little friend, does anyone know what festival tomorrow is? (Children's Day) Yes, tomorrow is Children's Day. There will be a get-together in our school. The students were so happy to hear the news that they all took action. Look at the courseware demonstration: colorful flags, lanterns and colorful flowers.
Some students cut beautiful colorful flags, some made beautiful lanterns, and some folded flowers of various colors, trying to decorate the venue beautifully. But do you think these things are placed like this? (Not good) Why? (because it's not neat)
Yes, they are not arranged neatly. It will be more beautiful if it can be arranged according to certain rules.
In this lesson, we will learn the law of discovery (blackboard writing topic) together.
Second, the law of perception? Know the simple law
1, Teacher: Please observe carefully to see who has the brightest eyes and find out the hidden rules in this picture.
(1), four people discuss the rules at the party.
(2), student report:
Red flag law: yellow, red, yellow, red, yellow, red, red, yellow, red?
Rules for lanterns: Rayna Sue, Rayna Sue, Rayna Sue and Huang Zi?
The rules of flowers: red, green, blue, red, green, blue, red, green, blue?
Children's team law: men and women, men and women, men and women?
Student report, teacher courseware demonstration. And explain the method of finding the law, divide it into one point with dotted line and divide it into the same group.
3. Teachers summarize and define the concept of "one group"
Teacher: Just now, we have found out the rules of Kobanawa bunting, lanterns and children's team. Lanterns are yellow and purple, flags are yellow and red, flowers are red and green. There is a man and a woman in the children's team, as well as two yellow flowers and a red flower on our blackboard. We call them a group. (Write on the blackboard: one group, read together: one group)
When we are looking for the pattern of graphic arrangement, we only need to find out what a group is and see if it is arranged according to a group of repetition (blackboard writing: repetition). If so, we say it is a regular arrangement.
3. Teaching Example 2
Teacher: The children are amazing. They can find out the rules in the picture correctly and quickly. Some small animals have heard of it. Now, everyone is here They want to make friends with you, but they also bring a lot of math problems. Ask who can help them solve these math problems, so which child will they make friends with? Do you want to know them? (Thinking) Let's see who's here:
The courseware shows the rabbit on page 88 and Example 2.
(1) Students try to draw a picture.
(2) Communication with the whole class.
4. Teaching example 3.
The courseware shows the little monkey and Example 3.
(1) Student Trial Diagram 1.
(2) the whole class reports and exchanges.
(3) Complete the "doing" on page 89 of the textbook.
Third, hands-on operation to consolidate development:
1, draw a picture:
Teacher: The children's eyes are amazing. They are all very picky. The little squirrel thought the children were too clever, so he brought a few difficult questions. Are you confident to finish them? Please hold out your little hand. Can you draw beautiful patterns with your dexterous little hands? Please open page 89 of the book and complete the second question of "doing" with a watercolor pen. Draw your favorite rules, first think about what rules you want to draw, and children who want to draw can start drawing.
(1) Students draw rules, teachers patrol, pay attention to praise students who move faster, and remind them of their speed (students who draw well sit up straight, but also pay attention to the time, and compare which students move fastest. )
(2) Presentation: (Choose a few representative pictures) Ask the young author to introduce his own rules (or other students to find the rules and talk about what the next picture will be. )
Fourth, the game stimulates and rushes to another climax.
Teacher: Do the students think it is interesting to find a pattern? (Fun) Next, the teacher wants to play a more interesting game with his classmates. Do you want to play? (thinking)
The courseware demonstrates the first two groups of pictures, and the students guess what the next picture is according to the law.
5. Laws in life.
Teacher: Do the students know? Rules are not only interesting but also beautiful. Let's appreciate the beauty of law together! (Courseware demonstration)
Teacher: Who can find something regular in life like this?
Fifth, summarize and extend, and expand new knowledge.
Teacher: The children in our class are really capable today. They not only learned to find the law (writing on the blackboard: finding), but also drew beautiful laws and made creative laws with their small hands. There are still many regular things in our life. I hope the children can observe more carefully after class and find more beautiful things. After class, we will finish.
Reflection after teaching:
This lesson is an interesting knowledge point closely related to life. For students, the law can actually be seen everywhere in life, but because there is no awareness of this aspect at ordinary times, this knowledge point is unfamiliar to students. Therefore, in teaching, I introduce new knowledge into the teaching with the venue layout of the "June 1" party that students are familiar with, which not only fully stimulates students' enthusiasm for learning, but also closely links with real life, so that students can experience the thoughts and feelings of learning useful mathematics everywhere around them. Of course, I also achieved the following points in teaching:
First, actively create scenarios to stimulate learning enthusiasm. In this class, I try my best to consider the active characteristics of primary school students and design some lively and interesting scenes, such as finding rules in the meeting place, drawing a picture, drawing a picture, finding regular games and appreciating the beauty in the rules. Everything is for students to learn from sports and music.
Second, face the whole and pay attention to the individual. There are smart and flexible outstanding students and slow students with learning difficulties in the class, so I try my best to take care of the needs of students with learning difficulties in the class, and adopt the form of group cooperation to let gifted students drive students with learning difficulties and help them achieve all-round development. Of course, I often ask some students with learning difficulties to try to answer questions, give them encouragement and support, and stimulate their interest and confidence in learning.
Third, keep close contact with life and learn useful mathematics. In this lesson, I start with the life scenes that students are familiar with. For example, today is May 3 1, and tomorrow is Children's Day, which is the happiest thing for students. Every year, the school holds a series of activities to celebrate Children's Day, so I start teaching on this meaningful day. Students not only learn happily, but also feel deeply. In the link of "appreciating the beauty in laws", for example, by appreciating some regular things in life, we realize that there are laws and mathematics everywhere in life, and mathematics is around us. However, due to time, I originally wanted students to talk about the regular things they have seen in their lives, but they couldn't finish them in class, so they had to keep them as extracurricular homework. Of course, I also believe that students can finish the homework assigned by the teacher well.
Fourth, take the initiative to learn and be the master of learning. In this class, I try my best to let students discover and explore the rules themselves, then correct and summarize them in the collective feedback, and give them the initiative to learn, so that they can truly become the masters of learning. However, because the projector is not clear enough, it also has various shortcomings in class. For example, some students can't see the color of pictures clearly, which brings some trouble to teaching. For example, now, due to the lack of learning tools, I can only change the "posing" link to "drawing". Although the purpose of learning has been achieved, I always feel a little lacking; In addition, because of my nervousness, I also missed the part where students put some relaxing music to relax their nervousness during the operation, only the operation, no music and so on. The shortcomings of this series are all caused by my limited teaching experience, and I need to continue to learn and improve in the future.
3 model essays on primary school mathematics education cases
Instructional design of length comparison
course content
Nine-year compulsory education textbooks are 50-5 1 page higher in the next semester.
Teaching objectives
1. Initially perceive the length, experience observation and thinking, find and solve problems independently, align one end of the object, and compare the length of the object.
2. We can compare the lengths of objects flexibly in various ways according to the actual situation.
3. Cultivate students' ability of observation, analysis, questioning and expression in learning activities.
Teaching emphasis: directly compare the length of an object (aim at one end of the object and compare its length)
Teaching focus
Flexible use of various methods to compare the length of objects.
Teaching preparation
Courseware, physical exhibition frame, color stick, rectangular piece of paper, etc.
teaching process
First, find problems, observe and think independently, and initially explore comparative methods.
1. blackboard theme: length comparison
Today, let's compare the study duration. Do you have any math problems?
Students may ask: What is length comparison? Compare the length of what? How to compare lengths)
What do you think of the length comparison method? Please think about it.
2. The teacher is holding "two sticks"
(The teacher is holding two sticks of different colors) Q: Which stick is longer?
Students can express their views freely. (Guide questions between students)
Can you determine which stick is longer? Why?
How do we determine which stick is long?
4. Hands-on operation to verify the conjecture.
Is there any way for you to compare the lengths of two sticks at a glance?
Students say their own methods, and then go forward to demonstrate the operation.
Why can you compare it at once when you put it like this?
Let the students ask questions according to the topic and find out the core question of this lesson, "What method is used to compare the length?" Then create a situation. Based on life experience, students experience observation and thinking. When they can't see clearly at one end, they can't just look at the length of one end, feel the uncertainty of the answer and actively explore ways to solve the problem. The basic method of their thinking is to align one end of the object, and then compare the length of the object at the other end, and initially feel the length comparison.
Second, further observation and comparison to improve cognition.
1. There are two ropes under the envelope, one is red and the other is blue.
Can you determine which rope is long?
Students are free to express their views and talk about their ideas.
3. The courseware demonstrates that the left end of the envelope is removed and the other end of the rope appears.
Can you determine which rope is long now?
Different opinions exchange, resulting in contradictions.
4. The courseware shows the complete situation of the rope (there is a bend in the middle of a rope).
How to compare the lengths of these two ropes? (Straighten out, aim at one end and look at the other)
5. What do you know from the comparison of these two ropes?
When students feel the comparison, they must observe it completely before they can compare the results. In the process of solving the problem, they revise the comparison method obtained initially before and have a further understanding of how to compare the lengths of two objects.
Third, practice in various ways and compare the length of understanding.
1. Show me the newspaper.
What questions can you ask to test everyone? Which side is longer? )
Given such a rectangular piece of paper, can you compare the length of the red edge and the blue edge?
Requirements: first think independently and think about what method to compare; Then take out the paper in the envelope in the desk and try it; If you have any difficulties, you can discuss with your deskmate.
3. Exchange different comparison methods.
4. Combing commonness: Do these methods have something in common?
Let students use knowledge to solve specific problems and come up with various methods in actual situations, but the essence is to align one end of two objects and then look at the other end for comparison. Students have a deeper understanding of this method and improve their ability to solve practical problems flexibly.
Fourth, find new problems and solve them independently.
1. Show school supplies map
So many items are compared in length, what questions can be asked to test everyone?
Students ask questions.
Solve the problem: which is the shortest?
Exchange different opinions and generate disputes.
Is there any way for everyone to easily see who is the shortest?
Show the square paper in the courseware.
Can we make a quick comparison now? How do you compare?
What questions can you ask to test everyone? Students may ask, "Which is the shortest?" New problems are found in the process of solving problems, and the previous methods are no longer applicable, forcing students to continue thinking about how to solve them. As soon as the grid paper appeared, I suddenly felt a breakthrough, and compared the results with several unit lengths. This is also a transition from qualitative comparison to quantitative comparison, and from direct comparison to indirect comparison, which lays the foundation for subsequent length measurement learning.
Verb (abbreviation for verb) class summary.
1. Review and sort out the problem-solving process in combination with students' questions at the beginning of class.
2. What other questions do you want to continue to study about length comparison?
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