Cases and reflections on the design of mathematics teaching in primary schools 1

Teaching objectives:

(1) Knowledge objective:

1, combined with life experience, students can know the time unit year, month and day by observing calendar cards, understand the knowledge about big month, small month, normal year and leap year, remember the number of days in each month, and master the method of judging leap year.

2, can be linked with life, skillfully use the knowledge of the year and month to solve simple practical problems, and enhance the awareness of application.

(2) Ability goal: in the process of inquiry, cultivate students' ability of observation, comparison and generalization, and promote the development of students' mathematical thinking.

(3) Emotional goal: make students fully feel the close relationship between time and mathematics, make mathematics live and mathematize life, cultivate students' feelings of being willing to explore knowledge, and carry out ideological and moral education for students in combination with relevant time.

Teaching focus:

Know the time unit year, month and day, and master their relationship.

Teaching difficulties:

Remember the number of days in each month and the judgment method of leap year.

Prepare teaching tools:

Calendar cards and forms, courseware

Learning guidance process:

First, create a situation to ask questions.

Students, how long have you been studying in this school since you entered the first grade? Do you remember how many months have passed? Do you know how many days have passed?

2. In our life, we often use the time unit year, month and day. Now, teachers and students explore the knowledge of the year, month and day together.

3. What do you know about the year, month and day? Related contents of teachers' blackboard writing.

Second, group cooperation to explore problems, focusing on feedback to solve problems

(a) summarize the relevant conclusions of the year, month and day

1, from 20xx to 20xx, in the past three years of primary school life, we are growing happily every day, every month and every year, and we are harvesting knowledge. Let's take a look at the happy days we have lived. Would you like to record these happy days? Please take out the calendar card from 2004—20xx, fill in the days of these three years1-65438+February, and work out the days of the whole year you like. How to save time and efficiency? Who has a good idea?

2, two people cooperate, the whole class report to fill in the situation.

Look at the table 1 carefully and see what you can find. Tell your deskmate what you found.

3, the report found that the teacher's camera blackboard. Introduce which months are big and which months are small.

4. With so many months, it is easy to remember the number of days. How to remember the number of days in each month? Does anyone have any good ideas? The whole class communicates.

5. Exercise: Are the months of Children's Day and National Day big or small?

(B) the method of judging the average year and leap year

1. Calculate the days of 20xx-20xx three years, and find that the reason for the different days is in February. Check the number of February days from 1997 to 20xx and fill in Table 2. Look at table 2 carefully. What rules did you find from the information recorded in the table? Tell your team.

2. Report.

3. According to the knowledge learned, judge whether 20xx is a flat year or a leap year?

4. Display information. What do you know after reading it?

Three. Interpretation and application

1, judge whether the following year is a flat year or a leap year?

19xx 19xx 2400 1800

2. Thinking training

Xiaoming had four birthdays. How old can he be this year?

Fourth, class summary.

What do you want to say through this lesson?

Verb (abbreviation for verb) assignment

Answer the questions that we have studied in this school for several months and days, and write them in math diary. You can also write about other things related to mathematics.

Blackboard Design: Year Month Day

Big month (3 1 day): 1, 3, 5, 7, 8, 10, 12.

Abortion (30 days): 4, 6, 9, 1 1

Ordinary year: February 28th; Leap year: February 29th.

Gregorian calendar year is a multiple of 4, which is a leap year; The Gregorian calendar year is a whole hundred, and it must be a multiple of 400 to be considered as a leap year.

Seven. The attachment is as follows:

Table 1: Record table of days from 20xx to 20xx.

More gains.

Table 2: Record Table of February Days of1997-20xx

Yes, talk to your deskmate!

If you carefully observe Table 2, you are sure to make new discoveries and gain new knowledge.

Postscript of teaching:

In this lesson, I try to embody the following teaching ideas:

First, let all students participate in classroom teaching-observation and comparison.

Second, pay attention to the effectiveness of students' learning-independent inquiry, cooperation and exchange

Third, cultivate students' divergent thinking-design open exercises.

Reflections on the teaching of "Year, Month and Day"

The teaching content is the same twice, but the teaching effect is different for different students and different classes. According to the two classroom teaching situations, students' learning state and learning effect, I seriously reflected on my own teaching, which needs to be improved in teaching:

First, improve the ability to control the classroom, control the classroom in a timely manner, and break through the key and difficult points of teaching.

In the teaching process, according to the students' situation, we should control the classroom teaching in time, strictly control the teaching time, arrange the time reasonably in the key and difficult points of teaching, let students explore independently and cooperate in groups, and give explanations and guidance in the key and difficult points, but teachers should not give too much guidance, and enough is enough.

Second, the process of cooperation should also pay attention to the results after cooperation.

Give students enough time and space to think independently, and let students fully express their opinions in cooperation and exchange. Teachers should participate in cooperative learning, understand students' communication, give them some suggestions, gain something after communication, and pay attention to the conclusions drawn after communication.

Third, give students enough time to think.

After asking questions, give students time to think, and don't rush to find students to answer after asking questions. At this time, the students who answer questions are all quick-thinking students, so we should pay attention to the different differences of students and face all students.

Fourth, the amount of sports training is insufficient.

In order to consolidate students' knowledge, it is necessary to strengthen the training of exercises and design exercises with different gradients to deepen students' knowledge.

Case and reflection on primary school mathematics teaching design II

First, the teaching objectives

1. Knowledge and skill goal: With the help of existing life experience, let students independently understand the new time unit "second" and know that "1 minute =60 seconds".

2. Process and Method Objective: Through hands-on learning activities, let students experience for a period of time and establish the time concepts of 1 second and 1 minute (60 seconds).

3. Emotional Attitude Values Goal: Experience the connection between mathematics and life, infiltrate the education of cherishing time, and educate students to cherish every minute.

Second, the difficulties in teaching

Rich activities can let students experience for a period of time and establish a correct concept of time. Experience the connection between mathematics and life.

Third, teaching preparation.

Multimedia courseware for teachers; (Students) A clock is prepared for each oral card.

Fourth, the teaching steps

(A) situational import

(Playing clips of Spring Festival Gala)

Dialogue: The New Year's bell is about to ring. Let's count down. The courseware shows the clock face, accompanied by the sound of "tick". Let the students count down together. )

Dialogue: Just now, we counted down and measured such a short time. We often use a unit with a smaller fraction-seconds. Today, we will meet this new friend together. (blackboard writing topic)

(2) Explore new knowledge

1. Know the time unit "seconds"

(1) Teacher: Do you know how to measure time in seconds? Please take a closer look at the clock you brought and see what you find.

(2) Students explore independently and jointly.

(3) Student feedback:

A clock has three hands, and the fastest is the second hand.

② The second hand goes 1 sec. It takes 5 seconds to walk 1.

(3) If you read the time on the electronic watch, let the students make further analogy with the reading method of the electronic watch they have learned before.

(4) Experience 1 sec

Teacher: How long is 1 second? Let's close our eyes and listen carefully. Let the students feel with the "tick" of the clock. The clock ticks 1 sec.

The students clap their hands with the "tick" sound of the clock and clap their hands once every second to see who can shoot the most accurately.

Compare which student counts a number per second without looking at the clock, and see who counts it most accurately.

Conclusion: Just now, when we heard the clock tick, it was one second. It took us 1 sec to clap our hands, and it took us 1 sec to count. 1 sec is really short, but some modern tools can do a lot of things in this short 1 sec. (Give some convincing data to illustrate the value of 1 sec.) Therefore, we should not underestimate this short 1 sec, which is very useful. We should cherish time and not waste every 1 minute and every 1 second.

(5) Teacher: (while dialing the second hand) How many seconds have passed since the number 12 to the number 6? How many seconds does it take from the number 6 to 8? Please gently tell the children at the same table how you know.

Do you know where the second hand points? Is it 10 second?

2. Explore the relationship between minutes and seconds

(1) Teacher: If the second hand starts from the number 12 and goes to the number 12 again, how long will it take? Has the minute hand changed?

(2) Let the students cooperate in groups, observe the clock face carefully and explore independently.

(3) Student feedback.

(4) Summary: the second hand goes 1 lap, which is 60 seconds. At this time, the minute hand goes 1 grid, which is 1 minute, so 1 minute =60 seconds.

3. Exercise: Experience 1 min.

(1) Let the students look at the clock and experience the length of 1 minute by counting seconds.

(2) Teacher: 1 minute?

Let the students draw, write, do oral calculations and feel the pulse in groups, and experience the actual length of 1 minute.

(3) Let the students give examples and talk about what 1 minute can do.

(3) Summary

Teacher: What did you gain from today's study? (Know the unit of time-seconds) Use the second hand, and the timing is more accurate. The hour hand, minute hand and second hand work together in the kingdom of time to tell people the time accurately.

(4) Consolidate exercises

(1) Finish the exercise 1, question 2.

Fill in the appropriate time unit.

Supplement:

The time for students to attend classes is 40.

② Xiaoming Run 100 meter needs 19.

(2) Running competition

Teacher: Let's go to the fierce sports ground. The 50-meter final has just ended. Can you tell the athletes' achievements by the clock? What can you see from this report card?

(3) Activities:

Teacher: The bell is ringing. Please put the school supplies on the desks into your schoolbags quietly and quickly to see how long it will take. Look who packed up quickly and well. (Students tidy up, teachers tell the time)

Teacher: I believe everyone can cherish every minute in the future and be the master of time.

(5) Homework collects information about time.

Case study and reflection on primary school mathematics teaching design III

Teaching materials:

Teaching objectives:

1. Ask students to find out the arrangement number or combination number of simple events through observation, guessing, hands-on operation and cooperative communication.

2. Through mutual communication, students can understand the diversity of problem-solving strategies and develop a sense of symbols.

3. According to the specific situation, let students experience the process of solving practical problems, further understand the close relationship between mathematics and daily life, and enhance the awareness of applied mathematics.

4. Enable students to gain a successful experience in the activities of exploring laws and enhance their interest and confidence in mathematics learning.

Teaching preparation: teaching courseware and learning tool cards.

Teaching process:

First, reveal the topic.

Today, let's enter an interesting mathematical wide angle. (blackboard writing topic)

Second, explore new knowledge.

1, create a situation

(1) Teacher: First of all, I want to introduce a new friend. Her name is Xiaohong. The weekend is coming. Xiaohong's class is going to organize an entertainment. She wants to invite everyone to attend. Would you like to? But Xiaohong has a small request. I hope everyone can help her when she is in trouble.

Teacher: Since she is going to take part in recreational activities, she should dress beautifully. Xiaohong's first question is what clothes to wear.

There are six clothes in Xiaohong's wardrobe (showing pictures of clothes). How can she deserve them? There are several different ways to wear it.

Student activity strategy:

The teacher asked the students to take out the clothes cards that the teacher gave you before class and post them themselves.

② Leading discussion: There are so many different ways to wear them, how can we not miss them or repeat them? (The teacher introduces the connection method with the courseware demonstration. )

(3) Organize students to discuss: What is the relationship between the number of chess pieces above and the number of chess pieces below and the number of collocation methods?

(2) Mother prepared a hearty breakfast for Xiaohong:

Drinks include: milk, soybean milk.

Snacks include: cakes, fried dough sticks and biscuits.

If you can only choose one drink and one snack, how many different collocation methods does Xiaohong breakfast have?

Student activity strategy:

(1) The teacher asked the students to find out different collocation methods by themselves in groups.

(2) Communication with the whole class.

2. Five levels of intelligence.

The first level: help the number of small animals.

The teacher showed pictures of three small animals holding digital cards. Question: How many different three digits can the digital cards 4, 5 and 6 put?

Student activity strategy:

(1) Students are divided into groups and put a pendulum in the digital sequence table with digital cards, and make records.

(2) After each group of reports, the teacher assigns several students to report their thoughts. Then guide the students to discover the law of the number of groups.

The second level: mathematical problems in walking.

The teacher showed the situation map and told the students that there are two roads from the school to the Children's Palace, A and B, and there are three roads from the Children's Palace to the zoo. Question: How many roads can I take from the school to the zoo through the Children's Palace?

Student activity strategy: students take out the circuit diagram sent by the teacher before class and draw their own strokes.

The third level: Mathematical problems in football matches.

There are four teams in Group A of the 2004 Asian Cup, and every two teams will play a game. How many games will each team play?

Students' activity strategy: The teacher asked the students to represent the four teams with letters A, B, C and D, and express the game clearly and vividly in their favorite way.

The fourth level: mathematical problems in handshake.

The teacher showed a picture of four children. Q: Every two people shake hands and how many times do four people shake hands?

Student activity strategy: four students in each group are selected to actually do it.

The fifth level: Jiajia's password box.

The teacher shows the situation diagram and tells the students that the password in Jiajia's password box is two digits, with the numbers 1 on the left and 4, 5 and 6 on the right. But Jia Jia forgot the password set in advance. How many times does she have to try to open the lockbox?

Student activity strategy: Students write all possible results in groups.

On the basis of this topic, expand:

★ If the number on the left is 1, 2, 3, 4, and the number on the right is 5, 6, 7, 8, how many times can Jia Jia try to open the lockbox?

★ If the number on the left is 1, 2, 3, 4, 5, 6, 7, 8, 9, and the number on the right is 1, 2, 3, 4, 5, 6, 7, 8, 9, how many times can Jia Jia try to open the lockbox at most?

Third, the class summary

What did you learn from learning this lesson today? Are you satisfied with your performance?

Fourth, mobile exercises.

If the teacher wants to take a group photo for the three students who performed best in this class today, please think about it. How many different arrangements are there when three people stand in a line? If the teacher joins in, four people stand in a line, a * * *, how many different arrangements are there? Students think after class.

Case study and reflection on primary school mathematics teaching design 4

First, the teaching objectives:

1. Experience the close connection between mathematics and real life by creating certain life situations.

2. In practice, feel the application of permutation and combination rules in life, and initially perceive the differences between them, which can initially express the general process and results of solving problems.

3. Through related operation activities, we can find out the number of permutations and combinations of simple things.

4. Cultivate the ability of observation, analysis, reasoning, comparison (analogy, contrast) and the consciousness of thinking in an orderly and comprehensive way.

Second, the focus and difficulty of teaching

Through the process of exploring the law of simple things' combination and arrangement, we can calculate the number of combination and arrangement in turn by different methods, and initially understand the difference between simple things' combination and arrangement.

Third, the preparation of teaching AIDS and learning tools:

Courseware, clothing cards, student exercise paper

Fourth, the teaching process:

(A) reveal the main body

Today, we are going to enter an interesting teaching wide angle with Beibei to solve math problems in life. (writing on the blackboard in advance: wide angle of mathematics)

(2) Explore new knowledge and create situations.

1, the combination problem in clothes collocation

On Sunday, mom and dad are going to take Beibei to the amusement park. Since she is going to play, she should dress up beautifully. Beibei's first question is what clothes to wear (click to show the picture example 1) (two tops and three bottoms). The computer asks: How many different ways do these clothes wear? )。

1) guess

Teacher: Who guessed right? A: Are you right? Let's verify it together, work together at the same table and think about such a problem: how to match without repetition or omission. After it is released, show it on the exercise paper in the way you like.

Show results and communicate:

Teacher: For the convenience of students, we number these clothes.

Feedback: Let students feedback the pendulum method first, and then the recording method.

Comment.

Teacher: Are their collocation methods repeated or omitted? When they put it on again, how do they do it without omission or repetition?

Teacher: To put it simply, they first determined a coat, then matched it with different bottoms, and then determined a coat with different bottoms, and soon put forward six different matching methods. This way of thinking is very-healthy: orderly.

Teacher: Yes, as long as you think methodically, you can do it without omission or repetition.

Teacher: Then they express it by connecting lines in the order of posing. Do you also use connection to express it? What's not? In fact, we can also use numbers to represent it, such as 1A ... Why do we all choose the connection mode?

Teacher: I understand the pendulum method and learn the connection method. Can you express it with an expression? (3+3=6 can be rewritten as 2×3=6) What do 2 and 3 in the formula mean respectively? (2 means there are two tops, and 3 means there are three matching methods under each top. )

Teacher: What we discussed just now is to determine the situation of a coat first. Are there any classmates who think differently from them?

Yes, let the students come up and record the speech with the connection method. )

(No) Who can think from another angle?

Teacher: Who can express it by connecting lines at the same time?

Teacher: Yes, please raise your hand. Well, he first made sure ... although he thought from different angles, because of his orderly thinking, he completely got six different collocation methods.

2, the combination of breakfast.

When Beibei gets dressed, her mother has prepared a big breakfast for her. (Look at the exercise paper. What kinds of drinks do you have? What kind of snacks? If you choose a drink and a snack, how many choices are there? Can you solve this problem with the knowledge you just learned?

(1) Students try to do it independently.

(2) Feedback Who wants to talk to the students?

(3) Review

Teacher: Do you agree that he chooses one company after another according to this method? The method that everyone agrees with is definitely a good method. What are the advantages of this method?

(He first determines that one drink matches three different drinks, then determines that one drink matches different snacks, and so on. )

The teacher concluded: Because thinking is orderly, it is done without omission, repetition and quickly.

(4) Will it be calculated continuously? What does each number mean?

(5) He thinks from the perspective of drinks. Is there a different angle of thinking from him? (Can you think from another angle? )

(4) Take a drink map and put it on the exercise paper.

Teacher: If you add 1 beverage, how many options are there?

Teacher: How did you come up with it so quickly?

(The teacher guides the students to make it clear that there are three collocation methods for each drink, so there are 4×3= 12 collocation methods for the four drinks. )

Teacher: Ah, it turns out that the total collocation can be obtained by multiplying the number of drinks and the number of snacks. The students have learned some doorways. Let me test you and add 1 kind of snacks. What if there are five drinks and six snacks?

3. Arrangement of three numbers

After breakfast, we started with Beibei. They first came to the amusement park to play digital games.

Tell me by gesture, how many different 3-digit numbers do you think can be formed?

Who thinks this is right? Everyone thinks it's six. What are the six? ) or put them in the same table in a certain order and unit, and then write down the number you put.

(1) deskmate cooperation (2) communication (3) evaluation

Teacher: Is there any repetition or omission? Is there a sequence? In what order did he release them?

Teacher's summary: He first determined the number in the hundreds, then put the remaining two numbers in the tens and digits, and then exchanged the positions of the two numbers in the tens and digits to get a new number, and so on to get six different three digits.

Teacher: When he was determining the hundred digits, in what order did he determine them? In what order can it be determined?

Teacher: He determines the hundredth digit first, so he can think from another angle. Teacher: Look at these six numbers. Can you make a formula? Talk about ideas.

Teacher's summary: Every number placed in the hundreds can have two different three digits, and if there are three digits, there are 3×2=6 different three digits.

4. Arrangement problems in photos.

I'm really tired after playing digital games for so long. Let's go to the happy house to play. No, Beibei's family of three became these three brothers (the Monkey King, Pig Bajie and Friar Sand) after dressing up. Of course, in happy times, they must take pictures as a souvenir. How many different standing postures do they have? For the convenience of recording, you can number it first.

(1) Students try to complete (2) feedback independently.

5. Compare the similarities and differences between Example 1 and Example 2, and feel the differences.

After learning this, Beibei and I solved four problems in life. What's the difference between the 1 problem and the third problem in solving it?

The collocation of clothes has nothing to do with the order, but the arrangement of numbers is related to the order. )

(3) class summary:

Are you happy in this class? Why are you happy?

(D) to complete the classroom work

Five, after-school reflection:

In the textbook of the first volume of the second grade, students have been exposed to a little knowledge of permutation and combination, and the number of permutation and combination of the simplest things can be found through observation, guess and experiment. The standard points out: "Important mathematical concepts and ideas should be gradually deepened." This textbook pays attention to this requirement, so we continue to learn the arrangement and combination of the first volume of the third grade textbook. Because this course is based on students' existing knowledge and experience, I will focus on infiltrating students with corresponding mathematical ideas, and initially cultivate students' awareness of orderly and comprehensive thinking.

The content of this kind of teaching is arranged through examples around students and some lively and interesting activities. For example, 1, the arrangement is about the collocation of clothes, so that students can find out different ways to wear them. In "Do it", the activity of finding out different two-digit numbers with mobile digital cards is arranged; Example 2 Arrange students to put three digits on a digital card. In "Do it", arrange activities at different stations when taking pictures.

Because of the activity and operability of this part of the content, I adopted the teaching method of letting students practice, studying at the same table or studying in groups. Therefore, students can find out the arrangement number and combination number of simple things according to practical problems, and some of them have nothing to do with order.

For example, when teaching example 1, let the students make a pendulum with their own learning tools (the teacher can also let the students make small cards of clothes before class) to see how many ways to wear them. Then let the students record all kinds of wearing methods in their favorite way. Students all use the connection method. Let me briefly introduce the list method. After that, the breakfast collocation in Exercise 25 was taken as a consolidation exercise, and it was revised, adding 1 beverage and changing the horizontal row into vertical row, which broke the students' thinking pattern. After the students have successfully completed it, they will deepen it and gradually increase the number of drinks to five and six, so that students can gradually change from abstract thinking in images to abstract thinking, and from abstract contact method to calculation method. Another example is teaching example 2. First, let the students make a pendulum, see how many different three digits can be displayed by three digital cards, and record them, then let the students discuss in groups. Next, let each group report and exchange: How many three digits did you put in? How can I put it? What method is used to record it clearly and clearly, without being heavy or leaking? Finally, summarize the students' reports: no matter how they are placed and arranged, as long as the records are orderly, they can ensure that they are not heavy or leaking.

After the course, Mr. Yang gave careful guidance. Under her guidance, what I thought was a mess suddenly became clear.

1. There is obviously a problem with the teaching schedule. After teacher Yang's guidance, I realized that the teaching content is not in priority. For example, Protestantism should be guided in place, but the children should be guided a little after the exercise. It takes me about the same time as Protestantism. After careful investigation, the reason is that the teacher's selfish ideas are at work, and I can't fully believe the students' acceptance.

2. Teaching reference requirements, so that students can understand the difference between example 1 and example 2, that is, some are related to the order, and some have nothing to do with the order. However, due to the unreasonable teaching arrangement, the discussion ended without asking students to call the roll in a hurry, so many students didn't really understand it.

Case study and reflection on primary school mathematics teaching design 5

Teaching objectives:

1, through students' operation, guide students to deduce the calculation formula of circular area, and use the formula to solve some simple practical problems.

2. In the process of deducing the formula of circular area, let students observe the transformation between "curve" and "straight line" and penetrate the idea of limit to students.

3. Cultivate students' cooperative spirit and innovative consciousness through group meetings.

Teaching focus:

Derive the formula of circle area and its application.

Teaching difficulties:

Relationship between circle and deformed figure.

Teaching AIDS and learning tools: scissors, pictures and CDs are divided into 4 equal parts ... 64 jigsaw puzzles are compared with wall charts.

Teaching process:

First, bring forth the old and introduce new courses.

1. What plane graphics areas have we learned before?

2. How to calculate the area of a rectangle?

3. Recall how the area formula of the planar quadrilateral was derived.

4. Summary: We always deduce the area formula by cutting and spelling, so as to "convert" new graphics into already learned graphics.

5. Is the converted graphic equal to the original graphic area?

6. (Show the picture): What is this picture? What's the difference between the circle and the plane figure we have learned before?

7. Can those circles be transformed into the plane figures I learned before? How to deduce its area calculation formula? This is what we will learn in this class.