# 1 grade # Introductory teaching plan is the overall plan of curriculum setting, which stipulates the mutual structure of different curriculum types, the requirements and proportions of different courses in management learning methods. At the same time, comprehensive arrangements are made for school teaching, productive labor and extracurricular activities. , specifically stipulates the disciplines that schools should offer, the order of curriculum setting and the allocation of class hours, and divides the semester, school year and holidays. The following is the relevant information of Five Math Teaching Plans for Grade One in Primary School, hoping to help you.

1. Math teaching plan for the first grade of primary school

First, the guiding ideology seriously study the "New Curriculum Standards for Mathematics", further establish the basic concept of curriculum standards, pay attention to teaching opinions, pay attention to curriculum reform, and highlight effective themes. By carrying out collective lesson preparation activities, we can strengthen the communication and cooperation between teachers, promote the integration of lesson preparation and classroom, realize the organic combination of collective lesson preparation and teaching and scientific research activities, and integrate with school-based training, so that collective lesson preparation activities can go hand in hand with the new curriculum reform, and make the lesson preparation process a research process of teachers' cooperation, practice and innovation, thus greatly improving teachers' professional quality and theoretical level and improving teaching quality in an all-round way.

Second, the basic introduction

There are 8 classes in this grade. Among the four teachers in the preparation group, two have long-term teaching experience in junior mathematics, and two are novices in mathematics teaching in junior and senior high schools. It is necessary to strengthen mutual learning among colleagues, learn from each other's strong points, make the work of lesson preparation group have certain characteristics, and improve the quality of mathematics teaching.

Third, the key work

1, make a plan

At the beginning of the semester, the lesson preparation team leader will determine in advance the time of each collective lesson preparation, the speaker of the center, the topics to be discussed, and notify in advance. After defining the division of labor and content, the team members delve into the teaching materials, prepare lessons, write lesson preparation notes and teaching design ideas, so as to speak in collective discussion.

2. Grinding exercises

First of all, collective discussion, written by experts and reserves, counseling. Teachers who participate in lectures evaluate classes, point out the highlights and shortcomings in classroom teaching, learn from each other and improve together. Revise the teaching plan for the second time. Individual tutoring can revise the teaching plan of collective lesson preparation according to the learning situation of the class, write a personalized teaching design plan and put it into teaching practice. At the same time, teachers can adjust the teaching design at any time according to the actual situation of teachers and classes to achieve results.

3. Reflection and refinement

After the teaching, the teachers in the preparation group feedback the teaching effect according to the exchange teaching situation, discuss the new problems in the teaching practice, and propose improvement measures. On the basis of feedback, teachers should carefully write after-class notes according to their actual teaching situation, analyze and summarize the gains and losses, rise from perceptual experience to rational understanding, and improve their theoretical and teaching level.

4. Do a good job in routine education and teaching for freshmen.

Students have just entered the school and don't know the routine of class. Young, poor self-discipline, some students have no awareness of speaking Mandarin, some students can't write, and so on. Teachers need to constantly correct and urge them to do a good job in teaching routine education.

5. Carefully design the operation form and arrange the operation time reasonably.

Advocate the arrangement of selective, hierarchical, practical and interesting homework, and give the initiative of homework to students. Teachers should be serious and diligent in correcting and evaluating classes. Earnestly carry out the activity of "cultivating excellent students to fill vacancies", encourage and praise underachievers more, enhance their self-confidence in learning and stimulate their interest in learning mathematics.

2. Mathematics teaching plan for the first grade of primary school.

Teaching objectives 1. In specific activities, let students experience the position and order of up and down, before and after, and initially cultivate students' spatial concept.

2, can determine the position and order of the object up and down, before and after, and can be expressed in their own language.

3. Through the formation process of the spatial position relationship, the method of understanding the spatial position of objects is preliminarily understood.

4. Enable students to gain positive emotional experience in learning activities and further stimulate students' interest in learning.

Emphasis and difficulty in teaching

Teaching emphasis: be able to determine the position and order of objects up and down, back and forth, and express them in your own language.

Teaching difficulty: cultivate students' ability to distinguish spatial orientation.

teaching process

First, create a situation and perceive the position.

Teacher: Now the traffic is convenient and orderly, and everyone obeys the traffic rules. Do you want to see it? Please look at this picture. (Figure 1: The car passes the intersection and pedestrians are waiting; Figure 2: The car stopped and pedestrians crossed the zebra crossing)

Second, explore new knowledge.

(1) The positional relationship between "Shang" and "Xia" in teaching.

① Observe the pictures and know the positional relationship between "up" and "down".

Teacher: Do you know what is directing such orderly traffic? (traffic lights)

Teacher: Yes, it's a traffic light. They are really useful.

Teacher: Please observe carefully. How is the red, yellow and green light set here? Speak softly with the children at the same table.

Question in connection with reality: Just now, the students made it clear that Three Lamps District's position is up and down.

Let's see, is there such a relationship between the upper and lower positions in our classroom? What about our bodies?

2 practice.

Put the math book on the desk, put the pencil box on the math book, and then press your hands on the pencil box.

Say, what's in the math book? What's that under your hand?

(2) The positional relationship between "before and after" in teaching.

① Cognition of "front and back" positional relationship.

Please continue to look at the pictures. The green light is on and the car keeps moving. At this time, several cars appeared on the screen. Can you use "before and after" to talk about their positional relationship?

Student exchange. (The teacher writes on the blackboard at the right time: front and back)

Teacher: Which car do you like? Just use "front and back" to describe its position.

2 practice.

A. Show pictures of the 12 Zodiacs. Ask the students to talk about who ranks first, who ranks last, who ranks in front of whom and who ranks behind.

B, the seats in the classroom also have such a positional relationship. See who is in front of your seat and who is behind it. In other words, you are in front of this classmate and behind another classmate (please stand up when you are read). You can also ask: How many people are there in front of him from the back? What about the back?

Third, use knowledge. Consolidation exercise

(1) Teachers and students play hands-on games together. Then two people at the same table got up from their seats, said the direction and position, and played a game of clapping their hands.

(2) play the "satire" game.

Fourth, the problem summary

What have we learned today? (The teacher points to the blackboard)

We often encounter "up", "down", "before" and "after" in our life. Can you give the teacher an example?

After learning the orientation knowledge of "up, down, front and back", you should know how to use it in your life. Let the children tell their parents the "up, down, front and back" of the life towel when they get home.

3. Mathematics teaching plan for the first grade of primary school.

Teaching objective: 1. Make students understand the significance and calculation method of continuous reduction.

2. Cultivate students' language expression ability and further improve their computing ability.

3. Cultivate students' ability to solve practical problems in life.

Teaching emphasis: master the meaning and calculation method of continuous decline.

Teaching difficulty: looking for the whole.

Teaching process:

First, introduce the situation, leading to the continuous reduction: small fish map, and the initial feeling of continuous reduction.

1, courseware: What did you find through observation? (One * * * has six small fish) What did you see just now? (swarm1), and look, what do you find? (Swim three more) Can you say three sentences together and ask one more question? (6- 1-3=2)

2. Can you solve this problem? Whose formula is it?

How is the formula different from what we learned before? Do you know this name? The formula of subtracting two numbers from a number like this is called continuous subtraction. (Show the topic)

Can you read this formula? Who can read like him?

What do 4 and 6 mean? (There are 6 fish in a river) Where is the swimmer 1? What does 3 mean? Where do the three lines wander? Where is 5? (in our hearts).

Second, the duckling diagram deepens the meaning of continuous reduction.

1. Play the picture continuously and observe it carefully. Can you tell a story?

2. Can you make a continuous reduction formula?

(Submit the drawing and list the formula of continuous reduction)

3. Look at the formula.

Third, the rabbit situation, clear the relationship between part and whole.

1. Look, rabbits live here. Do you know how many rabbits live here? Why? Look, how many came out first? How many people have escaped? What math questions would you ask?

2. Who can list? 10-4-2, which part does the 4 here mean? What about 2? What about the other four? (Name the previous name for everyone to point out) (Name which part each part represents)

3. Summary: We know Lian Jian today, and we can read and calculate.

Let's do it now.

Fourth, consolidate practice.

1, squirrel

A *** 10 squirrel, how many are there on the ground? How many are there in the tree? The question is how many are there in the tree hole?

Can you list the formula of continuous reduction?

Step 2 read and calculate

8-5-3= 5-2- 1= 9-5-4= 10-2-7=

3, reverse thinking training

(1) The moon says, "Can I represent a number?"

7-2-3= the moon. What does the moon represent? what do you think?

(2) Can a kitten represent a number? Kitten -4-2= 1, what does kitten stand for?

(3) A tree can represent a number, and 9- tree -3=2.

(4)7-()-()= 1

what do you think?

4. Can you give an example of a continuous decrease in life?

5, the relationship between the infiltration part and the whole

What do you think these parts might be? If the whole is 10, what should each part do?

6. We take 10 yuan. What can we buy?

Verb (abbreviation of verb) class summary

Today, we learned about continuous subtraction, that is, the operation of continuously subtracting two numbers from one number, which is called continuous subtraction. Continuous subtraction is to subtract the second number from the first number, and then subtract the third number from this number, which is the last number.

4. Mathematics teaching plan for the first grade of primary school.

First, the analysis of the status quo This semester mainly served as a first-year math teacher. There are 58 students in this grade. Most students have entered kindergartens and received pre-school education, but the student base is uneven. Some students do poorly in math. Because students' study habits and behavior habits are not well developed in kindergarten, it affects their study. In the future, we must intensify our efforts to cultivate their formative education. But on the whole, the students are lively and lovely, curious and eager to learn. Strong plasticity, the whole is positive.

Second, the target requirements

The teaching objective of this volume is to enable students to:

1, master the number of objects within 20, master the composition of each number within 10, and read and write each number from 0 to 20.

2. Know the meaning of symbols, and describe the addition and subtraction estimates within 20 with symbols or language.

3. Understand up, down, front, back, left and right according to the specific situation, and initially have the concept of orientation.

4. Knowing the meaning and name of addition and subtraction and calculating the addition and subtraction of one digit skillfully will solve some practical problems.

5. Intuitively understand the corresponding figures of cuboid, cube, cylinder, sphere, rectangle, square and triangle.

6, a preliminary understanding of the clock face, will recognize full-time and half-time.

Third, teaching material analysis

This textbook includes: counting a number, comparing a number, understanding addition and subtraction within 10, understanding graphics, classification, understanding the number of 1 1~20, understanding clocks and watches, carrying addition within 20, and mathematical practice activities.

1, according to the "standard" to adjust the teaching content, to provide more knowledge for students to learn mathematics.

2. Pay attention to students' experiences and experiences. Design activities and learning materials according to students' existing knowledge and experience.

3. The combination of number identification and calculation, interspersed with teaching, enables students to gradually form the concept of number and achieve the purpose of skilled calculation.

4. Pay attention to students' understanding of the concept of logarithm, and initially establish the consciousness of number.

5, computational mathematics, reflecting the diversity of algorithms, allowing students to calculate in their own way.

6. Arrange the content of "using mathematics" to cultivate students' initial application consciousness and ability to solve practical problems with mathematics.

7. Arrange practical activities to let students experience the close relationship between mathematics and daily life.

Four, the focus and difficulty of teaching

1, can read and write numbers within 20.

2, master the composition of each number within 10.

3. Skillfully calculate the addition and subtraction within 20.

4. Understand the composition of numbers within 20, and preliminarily understand the meaning of "unit" and "ten".

Subtraction of abdication within 5, 20.

Verb (abbreviation of verb) teaching measures

1, and strive to reflect the independent exploration, cooperation and exchange of learning methods.

2. Try to create situations, provide rich materials or information for exploring mathematical problems, and help students build confidence in learning mathematics well.

3, often pay attention to emphasize students' good habits of doing homework carefully and writing neatly.

4. Combination of classroom teaching and family teaching practice.

5. Let every student have a chance to succeed and feel the joy of success.

6. The classroom pays attention to the development of each student, so that gifted students can have a full meal and students with learning difficulties can learn what they need to learn.

7, hierarchical assignments, to do a good job of excellent and minor.

8. Standardize business formats and pay attention to fostering education.

5. Mathematics teaching plan for the first grade of primary school.

I. teaching material analysis This textbook includes the following contents: numbers within 20, addition and subtraction, geometric figures, simple statistics, clock recognition and other basic teaching contents.

This textbook takes the basic mathematical thinking method as the main line to arrange the teaching content. Before knowing the numbers within 10, arrange the teaching of counting, comparison, division, position recognition, etc. Before addition and subtraction within 10, arrange the teaching of division and combination. By counting, let students feel that numbers can represent the number of objects; By comparing length, height, size and weight, let students learn to compare simply; By dividing a point, let students contact with simple classification and feel that similar objects have the same characteristics; By knowing the position, let the students know the simple position and initially feel that the position of the object is relative; Through the teaching of division and combination, we are prepared for establishing the concept of addition and subtraction and correctly performing addition and subtraction. The ideas of comparison, classification and division embodied here are all important thinking methods for later learning the knowledge of number and operation, space and graphics, statistics and so on. The teaching materials are set in small units, and the contents of various fields are arranged alternately. This is in line with the age and psychological characteristics of first-grade children, and is conducive to the interaction of knowledge and the construction of a reasonable cognitive structure.

Second, a brief analysis of the classroom situation

First-year students are lively and naive because they have just entered school. Most of them have active thinking, strong interest in learning mathematics and good study habits. There are also a few students who are poor in ability and easy to be distracted, but eager for knowledge. Teachers should be patient at different levels so that each student can successfully complete the learning tasks of this semester.

Third, the teaching objectives

1, knowledge and skills: go through the process of abstracting numbers from actual situations, know numbers within 20, and learn to read and write; Understand the composition of numbers within 20, know the meaning of symbols, =, describe the estimation of addition and subtraction within 20 with symbols or language. Understand the meaning of addition and subtraction according to the specific situation; By exploring the oral calculation method of one-digit addition and corresponding subtraction, I can skillfully calculate one-digit addition and one-digit subtraction; Learn the estimation of addition and subtraction within 20 years. Know the clock face and the hour and approximate time on the clock face. Understand up, down, front, back, left and right according to the specific situation, and initially have the concept of orientation. We can recognize cuboids, cubes, cylinders and spheres through concrete objects, understand their corresponding figures, and understand some characteristics through practical activities, so that we can correctly identify these objects. Feel and compare the length, size and weight of some objects. Understand pictographic statistical charts and simple statistical tables, learn simple classification through practice, experience and understand the process of data collection and statistics, and complete the corresponding charts. Answer simple questions according to statistical data and exchange views with peers.

2. Mathematical thinking: I initially learned how to observe things from the perspective of mathematical thinking, such as counting the number of objects, comparing the number of things, relatively simple length, size, weight and so on. Develop thinking ability in the process of forming the concept of numbers, such as finding the relationship between these numbers through comparison and arrangement in 20 years, developing students' orderly thinking, analysis and reasoning ability when learning division and combination, and comparing, synthesizing and judging when knowing clocks and watches. Can make preliminary mathematical thinking with the idea of division and combination, explore the addition and subtraction of one digit in combination with specific conditions, and experience the process of communicating their own algorithms with peers, and explain their own algorithms correctly and methodically; Can explain the process of estimation. In the process of exploring the shape, size and position relationship between simple objects and graphics, the concept of space is developed. Feel the simple process of collecting and sorting out data, have the consciousness of comparing and classifying simple things and simple information, and have simple statistical thoughts.

3. Problem solving: under the guidance of teachers, simple mathematical problems can be found and put forward from daily life and real situations, and existing knowledge, experience and methods can be applied to solve problems; Can classify simple geometric figures and describe the relative positions of some objects in combination with situations; Can collect and sort out effective information under the organization of teachers, and express the results of solving problems with simple statistical methods. Experience the process of solving problems with your deskmate and exchange ideas with your peers.

4. Emotion and attitude: In the process of learning mathematics, I feel the close relationship between mathematics and daily life, and I am curious about some things related to mathematics around me, full of enthusiasm for learning mathematics, and actively participate in mathematics activities. With the encouragement and help of teachers and classmates, we can overcome some difficulties encountered in mathematics activities, gain a sense of success, and gradually establish self-confidence in learning mathematics well.

Four, the focus and difficulty of teaching

1, can read and write numbers within 20.

2. Mastering the composition of numbers within 10 and calculating addition and subtraction within 20.

3. Understand the composition of each number within 20, and initially understand the meaning of unit and ten.

Subtraction of abdication within 4.20.

Verb (abbreviation of verb) permeates education.

1. Carry out purposeful education and cultivate study habits.

2, combined with the relevant teaching content for students to love the motherland, love the collective, love nature education.

Sixth, teaching measures.

1, teachers should seriously study the new curriculum standards, be brave in innovation, and persist in teaching six seriously.

2. According to students' age characteristics and cognitive rules, choose effective teaching methods and make full use of audio-visual media.

3. Constantly educate students about the purpose of learning and cultivate good study habits.

Students with active thinking and strong learning ability should broaden their knowledge.

5. Pay attention to the remedial work for students with learning difficulties.