Work Plan > Other Work Plans

National Primary Mathematics First Book Teaching Plan

I. Brief analysis of the textbook The textbook includes the following contents: the number within 20 and the most basic addition and subtraction calculations, geometric shapes, simple statistics, recognition of clocks and other teaching content. This textbook uses the basic mathematical thinking method as the main line to arrange the teaching content. Before you know the number within 10, arrange the teaching of the number, the ratio, the score, the position, etc. Before the addition and subtraction of 10, arrange the teaching of the division and the combination. Through the number, let the students initially feel the number of objects that can be represented by the number; through the ratio of length, length, height, size, and weight, let the students learn the simple comparison; let the students touch the simple classification by one point. And initially felt that the same type of object has the same characteristics; by recognizing the position, let the students know the simple orientation, and initially feel that the position of the object is relative; through the teaching of division and combination, to establish the concept of addition and subtraction and correct The addition and subtraction method is counted as preparation. The comparative thoughts, classification ideas, and separation thoughts embodied here are all important thought methods for learning numbers and operations, space and graphics, and statistics. The textbook sets up a small unit to cross-arrange the content of each field. This is in line with the age and psychological characteristics of first-year children, which is conducive to the interaction of various knowledge and facilitate the construction of a reasonable understanding structure. Second, the class situation analysis First-year students are lively and innocent because they just entered the school, most people are active in thinking, have a strong interest in learning mathematics, and have good study habits. There are also a few students who have poor ability and distraction, but they have a strong desire for knowledge. Therefore, teachers should have a level and patience to conduct counseling, so that each student can successfully complete the semester's learning tasks. Third, the teaching objectives 1, knowledge and skills: experience the process of abstracting the number from the actual situation, recognize the number within 20, and learn to read and write; a preliminary understanding of the composition of the number within 20, the meaning of the symbol <, =, > , the estimation of addition and subtraction within 20 will be described by symbol or language. Combine with the specific situation, first understand the meaning of addition and subtraction; experience the process of exploring the enumeration method of one-digit addition and corresponding subtraction, can skillfully calculate one digit plus one digit and corresponding subtraction; preliminary learning to add or subtract within 20 Estimate. Know the whole hour and time of the clock face and the clock face. Combine the specific situation to understand the upper, lower, front, back, left and right, and initially have the concept of orientation. Recognizing the cuboids, cubes, cylinders and spheres through specific objects, and understanding the corresponding figures of these shapes, and realizing the features of these shapes through practical activities, can correctly identify these shapes. Feel and compare the length, size and weight of some objects. Recognize pictograms and simple statistical tables, learn the simple classification through experience, experience and experience the process of data collection and statistics, and complete the corresponding charts. Answer simple questions based on statistical data and share your thoughts with your peers. 2. Mathematical thinking: Initially learn 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. For example, when you know the number within 20, you can find the connection between these numbers by comparing and arranging, and develop students' orderly thinking, analysis and reasoning ability when learning "divide and combine". Compare, synthesize, and judge when you recognize the clock. You can use the ideas of "dividing" and "combining" to carry out preliminary mathematical thinking. You can explore a single number plus and subtraction method in connection with specific situations, and experience the process of communicating the respective algorithms with your peers to explain your algorithm correctly and systematically. Make an explanation of the process of estimation. The concept of space is developed in the process of exploring the relationship between the shape and size of simple objects and graphics and the positional relationship between objects. Feel the simple process of collecting and organizing data. It has the consciousness of comparing and classifying simple things and simple information, and has simple statistical thoughts. 3. Solving problems: Under the guidance of teachers, discover and propose simple mathematical problems from daily life and realistic situations, and apply existing knowledge, experience and methods to solve problems; simple classification of simple geometry The context can be used to describe the relative position of some objects; the effective information can be collected and classified and organized under the teacher's organization, and the results of problem solving can be expressed by simple statistical methods. Experience the process of working with the same desk to solve problems and exchange ideas with your peers. 4. Emotion and attitude: In the process of learning mathematics, I initially feel the close connection between mathematics and daily life, curiosity about certain things related to mathematics, passion for learning mathematics, and enthusiasm for actively participating in mathematics activities. . With the encouragement and help of teachers and classmates, we can overcome some of the difficulties encountered in mathematics activities, gain a sense of success, and gradually establish self-confidence in learning mathematics. Fourth, teaching priorities and difficulties 1. Will read and write the number within 20, skillfully master the composition of each number within 10, and skillfully calculate the addition and subtraction within 20 degrees. 3. Understand the composition of each number within 20, and initially understand the meaning of “one place” and “ten place”. 4, 20 or less abdication subtraction. 5. Infiltration education 1. Conduct the purpose of education and study habits. 2. Combine the relevant teaching content to educate students about the love of the motherland, the love of the collective, and the love of nature. Sixth, teaching measures 1, the teacher must seriously study the new curriculum standards, be brave in innovation, adhere to the teaching "six serious." 2. According to the age characteristics and cognitive rules of students, choose effective teaching methods and make full use of audio-visual media. 3. Constantly educate students on learning objectives and cultivate good study habits. 4. Students with active thinking and strong learning ability should broaden their knowledge. 5. Pay attention to the remedial work of students with learning difficulties. 7. Arrange the time of the class. Class time class 1 number, ratio, point, point 5 2 recognition digit, recognition number 5 3 recognition number 5 4 recognition, recognition object 4 5 ~ 6 points and combination 6 7~9 Addition and subtraction 15 10 mid-term exam 3 11 ~12 plus and minus 8 13 ~14 statistics, recognition, recognition clock 7 15~18 plus and minus 17 19 final review 5 [1]

recommended article

popular articles