玩具教学设计Toy teaching design.docx
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玩具教学设计Toy teaching design.docx
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玩具教学设计Toyteachingdesign
玩具教学设计(Toyteachingdesign)
Accordingtotheteachinggoal.
1.cancorrectlycountthenumberoflessthan5,canusethenumbertoexpresssomethingsindailylife,andexchange,willwrite1~5ofthesenumbers.
2.makethestudentsfeelandlearningmathematicsandlifeenjoyment,cultivatingstudents'correctwritingpostureandwritingposture,enablestudentstodevelopgoodstudyhabits.
Ontheanalysisofteachingmaterials.
Thechildren'sfavoritetoysareintroduced,andthroughthe"numberoftoys"situationtocultivatestudents'interestinlearningmathematics,sothatstudentscancorrectlycountthenumberofobjectswithin5,andwillwrite1~5ofthesenumbers.
Whenteaching,teacherscanguidestudentstotheirowncount,say,autonomouslearningexchanges.Forthestudentswhohavejustenteredtheschool,thenumberofwritingmayhavesomedifficulties,teacherscangiveappropriatedemonstration.Students,teachersshouldbemoreguidance,correctsstudents'writingpostureandwritingposture,makestudentsformgoodlearninghabitsfromchildhood.Studentsarenotrequiredtowritetoomuchatonce,sotheycangraduallybecomeneat,wellproportionedandskilledintheirlaterpractice.Thestudentsshouldbeencouragedintime.
Ontheanalysisofstatusofschoolsandstudents.
Ourschoolistheschool,theautonomousregionwithbetterconditions,themodernizationofthemultimediaclassroom;studentsarefromthecity,andallwenttokindergarten,countandwritemostofthestudents,thelearninginterestinmathematicsclassisstrong,daretospeak,dare,activethinking,butalsohaveapartofthestudentstowritethenumbertheorderisnotcorrect,somestudents'wordsarenotstandardized,nottowritechecks.
Accordingtotheteachingdesign.
(a)a:
count,say
Teacher:
dochildrenliketoys?
Whattoysdoyoulike?
(allthestudentsareexcited)
Student1:
Ilikecars.
Student2:
Ilikedolls.
......
Computershowsixthpagetheme:
AliceandBobisplayingwiththetoy,youcancountthesetoys?
Thestudentsopenthebooksonpagesixth,ateachotherandsay.
Studentfeedback:
thereare4cars,3balls,1dolls,2childrenand5blocksonthemap.
Accordingtothestudent'sanswer,theteacherusesthecoursewaretoflashtheobjectsthatstudentssay,andsummarizes:
4carscanbeexpressedby4......
Teacher:
findoutwhatelsecanbeusedinthispicture,suchas1,2,3,4,5
Sheng1:
acarhas4wheels,whichcanbeexpressedin4.
Sheng2:
thisboyhas2hands,2feet,2eyes,canbeexpressedin2.
......
Teacher:
whatotherobjectsinyourlifecanberepresentedby1,2,3,4,5?
.
Collectivefeedback.
Theraw1:
1canrepresent1flowers,1chickens,1pens,and1groupsofpeople.
Sheng2:
thereare1chickens,2ducklings,3puppies,4smallbirds,5smallwhiterabbits.
......
(two)activitytwo:
Pendulum
Teacher:
the1dolls,1flowersand1groupsofpeoplecansay1,sowecanputatriangletorepresent1.Whatkindoffigurecanyouusetorepresentit?
Sheng1:
youcanuse1squarestorepresentit.
Sheng2:
youcanalsouse1circlestorepresentit.
Pleaseuseasetofcardstosetapendulum.(deskcheckseachother)
Teacher:
1dolls,1cardscanberepresentedbydigitalyears?
Students:
canbeusedtorepresentthenumber1.(divisioningridinwriting"1")
Teacher:
then2kids,2hands,2eyescanalsousegraphicstorepresentwhat?
(studentswithlearningcardwithswinging)2squares,2cardscanberepresentedbythenumberofGilead?
(2formathematics).
Pleaseputthependulumwith3,4and5.(writingontheblackboard)
(three)activitythree:
write
Teacher:
thechildrenareverygood,
Now,ifyoulookatthesenumbers,willyouwrite?
(please)writethenumberinyourbook,whichnumberyouwrite,andwhichoneyouwrite.
Studentstrytowrite,take5students'workstoshowontheprojector,thewholeclassreview,inductivewriting.
Teacher:
nowthechildrenputthebookinadigitalscanninggridlinescanning,thenwriteintheblankform.Whichchildcanwriteaswellasthebook,andafterthewriting,thedeskmatereviewseachother.
(studentsMattinthebookofpractice,teachersguidestudentstopayattentiontothewritingposturetourhallandposture.)
Thewholeclassdisplaysthework,onceagainguidesthestudenttomaketheappraisal.
Summary:
thedivisionofthechildrenforthefirsttimetowritenumberscanwritesowell,theteacherisreallyadmireyou,ifkidspaymoreattentiontoholdingthepenpositionatthetimeofwriting,theywillwritebetter.
(four)activityfour:
practiceandPractice
1.numberofwriting(Textbookseventhpagesfirstquestions).
Teacher:
Xiaominghometotheguests,Xiaomingandredtookalotoffruittoentertainguests,youknowhowmanyofthesefruitsare?
Willyoupleasecountthenumberofobjects,andthenthinkaboutwhatfigures,writeitintheformof.(bornindependently)
Teacher:
whatdoyoumeanbythethreepicturesinthesecondrow?
What'sthenumber1intheboxinthefirstpicture?
Student:
eachpicturehas5squaresintheDelta,"1"colourDelta1.
Teacher:
askthechildrentowritethenumbersinthesquaresofthetwopicturesbehind.
(bornindependently)
Teacher:
now,ifyoulookatthenumbersofthesecondrowsofthethreefigures,whataretherules?
Sheng1:
theyaresingularnumbers.
2:
fromtheleft,thenumberismoreandmorebig,andeverytime2.
Sheng3:
fromrighttoleft,eachtimelessthan2,smallerandsmaller.
2.seethelineofdrawing(seventhpages,secondquestions).
Teachershelpstudentsunderstandthedigitalisafewdrawoutafewround.
(livingindependentlyandcommunicatingwitheachother)
3.experienceordinalnumber(Textbookseventhpagesthirdquestions).
Teacher:
whatwesaid1,2,3,4,5areallusedtoindicatethenumberofobjects.Now,let'slookatthenumbersonthecarriage.Whatdotheymean?
Teacher:
howmanycarriagesarethere?
Whatanimalsarethereonthecarriage?
Student:
thereare5carriagesaltogether.Thetiger,monkey,squirrels,elephantsandpandasonthecar.
Teacher:
thetiger'scarriagesays"1".Whatdoesitmean?
Student:
thetigerisinthefirstcarriage.
Teacher:
Yes,hereisthe1firstday,thenthelittlesquirrelinthefirstfewcars?
Monkey,elephantsandpandasandinthefirstfewcar?
Wouldyoupleasefillintheboxes.
(bornindependently,atthesametableexchange)
4.games.
Theteacherclapped,listentotheapplausetowrite.
Playgameswithdeskmate.Ahighfive,anumberofpeopletowrite.
Teacher'ssummary:
todaywelearned1~5ofthewritingstyle,thechildrenwroteveryseriously,thenexttimewewillholdawritingcontest,togethertopickupourclassofsmallcalligrapher"."Teachingreflection"
Thewholeclassdesignedfouractivitiestoachievetheteachinggoal,thenumberoftoysislowgradechildrentheloveandfamiliar,Iselectedthestudentsinterestedin,befamiliarwiththematerial,mobilizetheenthusiasmofthestudents,sothattheyarelearningisaninterestingthing.Letthestudentstobetransformedthenumberofobjectsforspecificgraphicstoexpresstheabstractdigitalgraphics,throughthetransformationofintuitiveoperation--Graphicalsymbols-digitalsign",sothatstudentsunderstandthesignificanceofthenumberintheactualsituationinthe.
Mathematicsisthescienceofpattern,findinganddiscoveringtherelationshipbetweenthingsandthechangingrulesofthingsconstitutetheimportantcontentofmathematicslearning.Atthesametime,itisfoundthattheprocessofrelationshipandlawisalsotheprocessofdevelopingstudents'explorationability.
SoIputthis"lawdiscovery"withthedailyteachingactivities,suchasletthechildrenintheexercisesofthefirstquestionsthesecondrowofthefigure,findouttherequirementsofthesubjectandtofindpermutationsinnumbers.Thestudentscanalsofindtheproblemsinthethirdquestioninviewoftherequirements,fillintheboxnumber,alsocanspontaneouslytofindthearrangementofthedigital.
Inaddition,thechildrensaid:
"inlifeandwhatobjectscanalsouse1,2,3,4,5said,"thereisachildtosay"1people",thatIhadnotthoughtofit,children'spotentialisnottobeunderestimated.
"Thecasereview.
Theresearchshowsthat:
studentsrecognizedigitalsymbolswillgothroughthreeprocesses,intuitiveoperation-Graphicalsymbols-Digitalsymbols.Thiscaseistofollowtheresultofthisstudy,wedesignedthefollowingtwoactivities:
"count,say"thisactivityfromthestudentsarefamiliarwiththelivingsituationandtheinterestofthetoy,sothatstudentscanunderstandthesignificanceofthenumberintheactualsituation,intheactivitiesofmiddleschoolmathematics,inthelifeofmiddleschoolmathematics,experiencemathematicsoriginatesfromthelife;"swinging,write"provideshands-onopportunitiesforstudents,letthestudentsofintenseinterestoperation,theabstractnumbersintoaliveaction,anumberofspecificobjectswillbetransformedforgraphicalrepresentations,andtherealityofthestudents,letthestudentsonthegraphicsagain,abstraction,andthusabetterunderstandingofthedigitalsymbol.Thewholeteachingactivitiesfollowthestudents'agecharacteristicsandcognitivelaws,andpromotethedevelopmentofstudents'inquiryabilitystepbystep.Theteacherputthestudentsasthemainbodyofthestudy,providestheopportunityforstudentstoexploreindependently,guidestudentstostudyindependentlyandexploreactively,experiencethejoyofsuccess,tostimulatestudents'interestinlearning,sothatstudentsfeelmathematicsusefulandinteresting.
The2012-2013schoolyear,
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