The design intention of "relatively broad and narrow" teaching plan 1 in middle school mathematics;
The main goal and value orientation of mathematics education is to make children understand the close relationship between mathematics and nature and human beings, appreciate the value of mathematics, enhance their confidence in understanding and applying mathematics, learn to observe and analyze society by using mathematical thinking mode, and solve problems in life, thus forming a scientific spirit of being brave in exploration and innovation. Therefore, according to the ability level of children in the middle class, the goal level is to be able to compare the widths of more than three objects with the senses, and to tell their relativity, and to put abstract mathematical knowledge in activities that children are interested in, so that children can gain cognitive experience in free and relaxed game activities, so as to gain successful experience in free inquiry.
Activity objectives:
1. Can compare the widths of more than three objects with the senses and know the relativity of the widths of the objects.
2. Cultivate children's comparative judgment ability.
3. Guide children to actively interact with materials and experience the fun of mathematics activities.
4. Stimulate children's interest in learning.
5. Be willing to participate in activities and experience the fun after success.
Highlights and difficulties of the activity:
Focus: Compare the widths of more than three objects.
Difficulty: Perceiving the relativity of object width.
Activity preparation:
1. Two multimedia courseware with different widths and widths.
2. Multimedia courseware for rivers with different widths.
3. Two pieces of paper with different lengths.
4. Find the multimedia courseware of scarf.
5. Pictures of wide and narrow objects in life.
Activity flow:
First, the introduction of games to stimulate interest
(Game: Introduction to the scene of the pathfinding game, establishing the preliminary concept of width)
1. I received an invitation from Hongpaolv and chose a wide road to go to Hongpaolv's home.
Teacher: Paopao Lu and Hong invited us to their home. Do you want to go?
The teacher plays Hong and Paopaolu: "Dear children, we are your good friends Hong and Paopaolu. Today, we invite you to my house to play. There are two roads to our house, one is wide and the other is narrow, but the narrow road is blocked today, so we have to take the wide one. Welcome! "
2. Lead the children to the activity venue.
Teacher: Which way should I take to Hong and Paopaolu's house? Why?
Teacher: Son, these two roads are the way to the Lv family in Honghe Paopao, but which road should we take?
Yang: This way.
Teacher: Why?
Yang: This road is wide and that road is narrow.
Yang: This way, teacher.
Teacher: Why?
Yang: There was a traffic jam on that narrow road, so we had to take the wide one.
Teacher: The children are very clever. They can find the way to the home of Red and Bubble Lv, knowing that this road is wide and that road is narrow.
(Inspire children to find the width of two roads by visual inspection and learn to use the correct expression of "width")
This link is a prelude to the activity, focusing on stimulating children to integrate into the game situation, so that children can find the width of the object through visual inspection and learn the correct expression.
Second, experience and explore new knowledge.
The first link: crossing the river
Understand the relativity of width through visual inspection and limb movements.
1. Leading the children across a wide road, a river blocked the way. Read the letter in red robe again: "There is a river in front of my house. Pony says narrow, squirrel says wide. Is it wide or narrow? Go and have a try!
2. Organize a discussion: Who is right, pony or squirrel? Do you think this river is wide or narrow? Why?
Teacher: Who is right, the pony or the squirrel?
Pony said it. That's right.
The squirrel is right.
The squirrel is right.
Teacher: Do you think this river is wide or narrow?
Young: wide.
Teacher: Why?
Yang: I can't jump.
Young: Very narrow.
Teacher: Why?
Yang: This is how I crossed it.
Yang: It's very narrow. I can skip it.
Talking and discussing can arouse children's thinking and find that objects are relative.
3. Teacher: Where have you been?
It passes through here.
Yang: I passed by here.
Teacher: Where is the river wider and narrower?
Yang: It's wider here.
Yang: It's rather narrow here.
(purposefully guide children to discover the difference of river width, paving the way for the next step to perceive the variability of width)
The second link: bridging
Variability of Perceived Width in Cooperative Games
1. Teacher: There must be many small animals who think this river is too wide to cross. Let's build a bridge for them.
Yang: OK!
2. Children choose the cardboard bridge, and through the operation, they find that the length of cardboard is related to the width of the river.
Teacher: Now let's make a bridge out of cardboard!
Children's operation, teacher guidance.
Teacher: The child is really capable. They can put long notes on the wide river and short notes on the narrow river.
Operation method, in which children find the relationship between objects.
3. Teacher: "The bridge is ready, let's try it." The children walked across the narrow bridge and experienced those narrow things with a simple feeling.
4. Teacher: "The bridge deck is very narrow and it will be dangerous. How to widen the bridge deck? " Through cooperation and combination, inspire children to narrow to wide.
Cooperative game method, variability of perceived width
The third link: find a scarf
Explore the operation, find out the widest and narrowest, and perceive the relativity of the width of the object.
1. Setting question: Red wants the widest scarf, while Bubble Lv wants the narrowest scarf. Please give the wide scarf to Hong and the narrow scarf to Paopaolu.
2. Children's operation, compare the widths of three scarves, and the teacher observes the children's operation.
Teacher: How do you compare?
Yang: I am relieved to see this.
Yang: I folded the scarves together and saw that they were the widest.
Teacher: Your idea is really good!
3. Solve the problems in children's operation:
Preset: (1) Children choose the widest one by visual inspection, but they may not find the tiny differences among the three objects.
(2) Children are relatively born, but there are problems with the method of comparison, such as not being able to compare at the same level.
Solution: How did you find out? How should we compare?
Operation method, to guide children to find and identify the width of the object, in addition to observation, you can also use the corresponding comparison method.
1. Teacher: We all gave it to Guoguo Hong, which we think is lenient. Are all scarves wide now?
Thirdly, through observation and comparison, it is found that things that were originally wide may be narrowed when put together. This link is an important link to solve the difficulty of the goal, so that children can find the relativity of width in repeated comparison.
2. Teacher: Find the narrowest one according to the above method. It can be seen that children's ability is transformed into interaction between children, which enlivens the classroom atmosphere.
Third, use new knowledge to sublimate experience.
Find the objects in life that are compared by width and compare their widths. This contact is carried out as a promotional activity.
Activity reflection:
In the whole activity, I choose the content and form close to the children's life experience according to the children's learning rules and age characteristics, so as to achieve my preset goal before the activity.
In the whole activity, children are always in a state of active exploration, which embodies the design concept of making children "like" and "explore" width-related problems in life in the preset goal. In the progressive game, children have a real perception of the width of life, from shallow perception to detailed depth, and also learn to compare and exclude more broadly, and understand the relativity of objects.
The learning style of situational games is the characteristic of this activity and the main reason for achieving the goal. The "wide" math problem is skillfully "designed" into "life situation" to organize math teaching activities. On the one hand, this "life-oriented" mathematics teaching activity provides children with a "life situation" full of "mathematical logic" (including life events, living materials and their relationships, etc. ), let children use "mathematical thinking and methods" to solve some practical problems in life; On the other hand, it is emphasized to let children feel the interest in mathematics learning in "solving the conflicts and contradictions of life events", satisfy their curiosity, and help them accumulate inquiry experience and avoid the mechanization of mathematics learning. Children can actively explore and perceive in the created situation and feed back the experience to the teacher. In the process of children's learning, teachers are not "teaching" but "guiding". Through different levels of questioning, let children learn new knowledge points on the basis of existing experience. Games are the most energetic and happy activities in children's lives, and they are very effective methods in learning.
The preparation of activity materials is also enough to meet the needs of children at different levels in this class, and teachers may also meet the needs of children at different levels in the classroom. However, this class also has some shortcomings. Because of the age characteristics of the children in the middle class, the cooperative learning of children in activities can not be completed well under the guidance of teachers' language.
Teaching Plan 2 of "Relatively Wide and Relatively Narrow" in Middle School Mathematics
1. Perceive the width of objects in activities and actively try to compare the width of objects in various ways.
2. During the operation, the objects in the range of 10 are sorted by width.
3. Experience the fun of operation and exploration.
Teaching plan preparation
Color film, building blocks with different widths, etc. Operation book, crayons.
Teaching planning process
First, prepare for activities.
Teacher: "Today, let's play the indomitable game. It is called a small bridge. " Lead children to read nursery rhymes and write their own actions according to the content of nursery rhymes.
Second, group activities.
"Today, some guests came to our class and wanted to test you. Do you accept it? "
① Visually compare the widths of two objects.
"Look, who is wider and narrower in these two films?"
The teacher took out two color films with obvious width in the "color film" to guide the children to observe and talk about who is wide and who is narrow.
② Try to compare the widths of objects in various ways.
Let each child take a color film and compare it with his partner to see who is wide and who is narrow. Encourage children to compare widths in various ways: for example, one end is aligned or stacked together.
③ Learn to sort by width.
Let the children put the Kolor back to their seats, operate the cards, and talk about how they compare the widths of 10 color films and how they are arranged.
Third, group activities.
The first, second and third groups: compare the widths of building blocks and sort them in various ways.
The fourth, fifth and sixth groups: find and classify items with different widths inside and outside the classroom.
Groups 7 and 8: Complete the activities on pages 3 and 4 of the workbook.
Fourth, communicate with Xiaojie and tidy up school tools.
"Who can tell me how you arrange the width in the activity?"
Let the children talk about how they compare when they encounter different situations in the game. Guide children to organize their learning tools.
Activity expansion
1. Let the children move the chairs to the corridor. You can move in and out freely when you move a chair, but you get stuck when you move a table. Why? What should we do?
2. Find items with different widths indoors and classify them, and then tell me how you judge the width of the items.