Elementary School Mathematics "Finding the Law" Lecture Notes
As a tireless people's teachers, it is often necessary to write an excellent lecture notes, through the lecture notes can be very good to correct the lecture shortcomings. So what does an excellent lecture notes look like? The following is my collection of elementary school math "find the law" lecture notes, welcome to learn and reference, I hope it will help you. The content of this unit is for students to explore the simple laws in the spacing arrangement of two objects, and simple application. The spacing problem is a law implicit in relatively common life phenomena. Students are more familiar with the prototypes in real life, easy to find the corresponding laws, and thus also conducive to the accumulation of students' experience in learning mathematics, which is conducive to making students have fun and a sense of success in learning. The first step in the process is to make sure that you have a good understanding of what is happening in the world and how to use it.
To this end, I designed the following teaching objectives:
1, the students experience to explore the relationship between the number of two objects arranged in intervals, as well as similar phenomena in the process of simple mathematical laws, the initial experience and understanding of the relationship between the number of objects arranged in intervals of the law, and initially learn to link the laws found to solve some simple practical problems.
2, to be able to use this law to explain the phenomena in life, to solve problems in life.
3, so that students in the learning process to feel the connection between mathematics and life, to develop students with mathematical point of view to analyze the phenomena of life's initial awareness and initial ability to produce; curiosity about mathematics, and gradually form a sense of cooperation with others and self-confidence in learning.
Teaching Focus and Difficulties
Teaching Focus: Experiencing the process of exploring the simple laws of interval phenomena.
Teaching difficulty: describe the law in an appropriate way.
Second, said the teaching method
"Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teaching should stimulate students' learning enthusiasm, provide students with full opportunities to engage in mathematical activities, help them in the process of independent exploration and cooperative exchange to truly understand and master the basic mathematical knowledge and skills, mathematical ideas and methods, to obtain a wide range of mathematical activities experience. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." This is one of the basic concepts put forward by the Mathematics Curriculum Standards for Full-time Compulsory Education (Experimental Draft) for mathematics teaching activities. Based on the above concepts, I have constructed such a teaching model.
1. Observe and discover, elicit the law
2. Create a situation, explore the law
3. Apply the law, solve the problem
4. Deepen the experience, feel the law
5. Summarize and evaluate, extend the law
Below I will talk about my conception of the various links:
I. Observation and discovery, lead to the law
At the beginning of the class, I first showed 1, 2, 3, the three numbers for students to guess the back of the number, and then show a set of graphics for students to guess the back of the graphics. First student exchanges, and then the teacher pointed out: the original number of these figures, figures arranged in a certain pattern as long as we look carefully, before and after the comparison can find the law.
[Here, I introduced from the students familiar with the number, shape, let the students guess, from the simple number of games in the initial feeling of the existence of the law in mathematics, so as to stimulate the curiosity of the students on the new knowledge, to find the law to lay a psychological foundation].
Second, create a situation to explore the law
This link is the focus of the teaching of this lesson. (First of all, the multimedia display: music, the rabbits in the happy singing and dancing scene) I designed the following links to teach:
1, ask the students: in the home of the white rabbit you see something? Can you tell us?
2, exchange the information they get.
3. Ask: Can you find any relationship between these information?
4, layered observation, experience the pattern
The previous observation may be disorderly. On this basis I will guide the students to observe in an orderly manner: how many groups of objects are drawn on the chart? What two kinds of each group? How are the bunnies lined up? What else is in between the bunnies? (Recognize that there is a mushroom between every two rabbits.) Can you count how many rabbits and how many mushrooms there are?
Then look at the other sets of clips and handkerchiefs, stakes and fences, and trees and ropes separately, and board according to students' responses. Read these data again carefully and look at the diagrams to think about what is the pattern in the arrangement of the two objects in each group - the rabbit and the mushroom, the clip and the handkerchief, the stake and the fence, and the tree and the rope? What is the relationship between their numbers? And talk about their ideas with the students in the group. Then through the whole class to make the students visualize that between every two rabbits there is a mushroom, the number of rabbits than the number of mushrooms 1; between every two clamps there is a handkerchief, the number of clamps than the number of pieces of handkerchiefs 1 ......
5, generalization of the law
When two objects are arranged one after another, the objects that are outside the rows will be arranged in the same way as those that are outside the rows. arranged, the objects in the row outside are 1 more than those inside, and the objects in the row inside are 1 less than those outside.
[The above link, making full use of modern educational technology, creates a realistic problem situation for the students, highlights the theme of the students' exploratory activities, and guides the students to observe, discover, and communicate in an orderly manner on the basis of the students' casual observation of the preliminary perception of the information, so that each student has experienced a different exploration process, have different experiences and discoveries, express the discovered laws in their own way, and enhance their interest and ability to explore and research problems].
Third, the use of laws, solve the problem
First of all, the teacher pointed out that: this phenomenon in life is really not a lot, now let's go to the road together to take a look at the (computer to show the computer "think about it" the first question of the figure) to say what you see? This question can be directly observed, according to the laws found in the answer.
Then motivate the students to think about the actual situation and solve the second question of "Think and Do" "sawing".
Fourth, in-depth experience, feel the law
This link, I carried out a play queuing game activities.
1, first ask four male students, three female students. Requirements: every two male students stand in the middle of a female student.
2. Ask another female student to come up and line up, with the same requirements as last time.
The purpose of this activity is to allow students to use the laws learned to analyze and solve practical problems, so that students can experience the phenomenon of intervals in a straight line and the phenomenon of intervals in closed figures between the connection and difference, to experience the development of the law, to inspire students to solve the problem correctly in accordance with the actual situation, and improve the problem-solving ability, so that students can experience the math comes from life!
V. Summarize and evaluate, extend the law
First of all, ask the students to talk about, this lesson found what law? How did you find the law? Together summarize: through observation, discussion, comparison and other ways to find a one-by-one spacing of the two objects, if the row, the kind of objects in the row at the end of the row than the row in the middle of the object more than one; if the row into a circle, the number of the two kinds of objects will be the same as the number of objects.
Finally, a practical assignment: the use of the law found in the class, combined with the actual life, do a small design. (Such as using colored lights to decorate the classroom, using beautiful patterns to dress up their bedrooms, designing beautiful and generous square, designing creative games and so on.)
By arranging open-ended assignments, we further connect what we have learned with real life, cultivate students' creativity, and enable them to experience the value of mathematics.
"Finding the Laws" Lecture Notes 2
I. Speaking of Teaching Content
1. Speaking of the content of the lesson:
Jiangsu Education Press Primary School Mathematics Fourth Grade Book page 48 of the example, and the related practice problems.
2, the analysis of teaching materials:
"Explore the pattern" is the "Mathematics Curriculum Standards" in the field of "counting and counting" part. Students have been exposed to the first period of intuitive, simple "find patterns" content, but as an independent unit in the textbook for the first time. The content is to allow students to explore the two objects in the interval arrangement of simple rules, and simple application, the material to the interesting fairy tale scene as the material, to guide students to explore the life of a number of simple mathematical laws, learning such content, can make students use the existing mathematical learning methods and experience, to find mathematical laws, feel the exploration of mathematics, as well as mathematical value, to establish the self-confidence of learning good mathematics.
3. Design concept:
The Mathematics Curriculum Standards clearly states: "Effective math learning activities can not simply rely on imitation and memory, hands-on practice, independent exploration and cooperative communication is an important way to learn mathematics." Therefore, teachers must change their roles, design exploratory and open-ended questions based on students' characteristics, give students opportunities for independent thinking, independent exploration and cooperative communication, and allow students to learn mathematics and understand mathematics in the process of observation, speculation, experimentation, induction, analysis and organization. In order to do this, the teaching of the students to look at, pose a practical activities, to understand the "law", the initial establishment of the "law" concept.
4, teaching objectives
(1) so that students initially experience and recognize the relationship between the number of objects arranged in intervals of the law, initially learn to link the laws found to solve some simple practical problems.
(2) so that students in the exploration activities in the initial development of analysis, comparison, synthesis and generalization and other thinking skills.
(3) so that students in the learning process to feel the connection between mathematics and life, to develop a mathematical point of view to analyze the phenomena of life of the initial awareness of the initial ability to produce a mathematical 'curiosity, and gradually form a sense of cooperation with others and self-confidence in learning.
5, teaching key points, difficulties
Teaching key points: let the students "find" the number of objects arranged in intervals between the law, through the "find" to cultivate students' sense of exploration and the ability to learn mathematics. The ability to learn math through "finding".
6. Teaching aids
Teaching aids: Theme wall charts, teaching courseware.
Learning aids: each student prepares sticks and stones.
Second, the teaching method
1, in the teaching idea, the students are the main, the teacher is only the organizer, guide and collaborator of learning, so that students are always involved in teaching activities.
2, in the teaching method, the use of intuitive method, the game method, hands-on, lead to explore and other methods, from help to release, so that students in the process of observation, comparison, try, explore, practice, practice operation to realize the law and create the law of the method.
Third, the learning method
Students are the main body of learning, the teacher is the organizer of the learning of mathematical activities, guides, collaborators, therefore, in teaching I pay much attention to guiding the students to provide students with "independent exploration, cooperation and exchange, practice and innovation". The first thing I'd like to say is that I'm not sure if I'm going to be able to do this, but I'm sure I'm going to be able to do it.
Fourth, the teaching program
(a) stimulate the introduction, reveal the subject
Teacher: students, let's do a game, okay? The name of the game is called "Guess", see:
1, show:
Guess what color is the next balloon?
2, show:
Please guess what fruit should be placed in the center to make their arrangement in order and more beautiful?
Teacher: You are great! You can accurately guess the answer to the question. Who said, you just in the process of guessing, is based on what to find and guessed?
Students: look for patterns.
Teacher: Right! You have found the pattern of their arrangement.
The board book topic: find the law
Teacher: like this regular arrangement around us there are many, many, as long as we find the law, we can solve many problems. Today, we will learn some common objects in the life of the arrangement of the law.
(2) create a scenario, recognize the law
show the teaching theme map: the rabbit paradise
teachers: teachers to lead the students to visit: rabbit paradise!
1, raise the issue of group discussion
Teacher: Please put in the bunny paradise to see and think of the students in the group to say.
2. Observe and count
Teacher: Please observe carefully how many objects there are in each row and what are the characteristics of their arrangement?
Teachers in turn raised the three questions in the textbook, guiding students to count according to the three parts of the number of objects in each of the two kinds of objects, and then in the order of the question, according to the results of the students' counting, respectively, the board of the three rows, showing how much each is.
3, compare the discovery
(1) Teacher: compare the two kinds of objects in each line, what law can you find? First talk to your table.
(2) Organize class exchanges, let the students use their own words to say what laws have been found, the teacher to help the students to make the words smooth and clear.
4, summarize the law
(1) Teacher: through observation, comparison, exchange from, we found the "bunny paradise" scenario in what law?
(2) Students summarize the law.
(C) understand the law
pose, compare, who can find the law
(1) Teacher: students take out your learning tools, with a few rods, set up a row on the table, and then in the middle of each rod set up a stone. Count the number of sticks and the number of stones and see what you find? Tell your findings to the table and compare them with the pattern found earlier, is it the same?
(2) Organization of class exchanges
(Design concept: this link is the reproduction of new knowledge, new knowledge to play a role in checking, consolidation, improve the role of the law has a deeper understanding of the law, is conducive to the completion of the teaching objectives)
(D) the actual example of the experience of the law of the United States
1, there are laws of life everywhere!
Teacher: Can you find examples of such laws in life? Think carefully, first tell your classmates, and then tell the class.
2. Appreciate the beauty of the laws of life
Show the picture of the beauty of the laws of life
(Design concept: to connect math and life, so that students can actually appreciate the value of the application of mathematics, but also to open the minds of the students and broaden their knowledge.)
(E) use the law, solve the problem
In order to consolidate the new knowledge, the development of students' thinking, I designed the following questions:
1, Xiaoming home from school after a section of the road, he found that one side of the road there are 10 poles, and also found that there is a billboard in the middle of every two poles, you can help him! How many billboards are there?
2, the side of the river dam 75 willows, every two willows in the middle of a peach tree, how many peach trees planted?
3, along the week of the circular pond planted 25 willows, every two willows in the middle of a peach tree, how many peach trees can be planted?
(Design concept: the first two questions are basic consolidation questions, the last question is to extend the question. This design is both hierarchical and sloping, which plays a role in checking and consolidating what has been learned, and at the same time discovers the students' thinking ability.)
(VI) Creating Laws
The students can be really good! Can find the law, but also can use the law to solve practical problems. Now the teacher test you: who can part of our class male and part of the female students to arrange, and make them arranged regularly?
(Design concept: the use of current learning resources, the development of students' sense of innovation)
(VII) summarize
Teacher: can you tell your classmates what you have learned in this class? (Students raise their hands to speak) in life, in the kingdom of mathematics, there are more wonderful laws waiting for you to explore. As long as the students pay attention to observe, think carefully, will be able to find the wonders!
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