Beijing normal university printing plate fourth grade first volume mathematics teaching courseware

The first part: the teaching design of the first volume of mathematics in the fourth grade of Beijing Normal University Edition.

First, teaching content: the content and practice of mathematics P86~87 in Volume 7 of Beijing Normal University Edition.

Second, the teaching objectives:

1, understand the expression of sub-zero temperature in life and read and write correctly.

2, will compare the temperature of two or less.

Third, the teaching emphasis and difficulty:

1 will compare two temperatures below zero.

2. Understand the expression of sub-zero temperature in weather forecast and read and write correctly.

Fourth, preparation before class:

1. Organize students to investigate, collect and record the temperature in some big cities in China by various methods.

2. Let the students look at the map, find out the location of the city under investigation, and help them understand the relationship between temperature and location.

V. Teaching plan:

(A) the creation of scenarios and the introduction of dialogue

Students, we have learned some numbers. For example, to indicate the number of objects, 1, 2, 3, 4 are generated, and to indicate no, the number 0 is introduced. These are natural numbers. Today we are going to learn a new negative number in life. Of course, a lot of knowledge about negative numbers is left for us to learn slowly in the future. Today, let's study the temperature first. Yesterday, the teacher arranged for students to collect the temperature in major cities in China. Today, we will learn the math knowledge about temperature (blackboard writing topic).

(2) Explore new knowledge

1. Introduce negative numbers: Who can tell us your survey methods and results?

2. Students report the collected temperatures. You can know whether the temperature in each city is high or low by watching the weather forecast, reading newspapers and surfing the Internet. )

3. We investigated in different ways and recorded the temperature in some cities. Then negative 12℃ can also be written as 12℃. Who else found something similar?

4. Students speak freely and give some examples.

5. Who can explain what 12℃ means?

6. Answer by name, and guide students to understand through communication: 12℃ means negative 12 degrees, or 12 degrees below 0 degrees. 12℃ is negative. In this lesson, we will discuss the expressions of negative numbers and sub-zero temperatures in life.

(3) Learn how to read and express temperature.

1, simply exchange the temperature recorded by the students, and compare the two groups of data with zero, from which we can understand and master some knowledge. 5℃ is higher than zero, and 2℃ is lower than zero.

2. The teacher prepares a weather forecast chart to guide students to observe the representation of temperature. Discuss in groups how to read the temperature, and read and write.

(4) Give it a try:

Instruct students to complete the test on page 84. First, let the students look at the pictures carefully. Ask the students who can read the thermometer to introduce how to see the temperature from the thermometer. The teacher reminds students to pay attention to the scale line indicating 0℃, so that students can further clarify that the temperature below zero can be expressed as a negative number. Organize everyone to read the temperature displayed on the thermometer and then write it out to increase some intuitive understanding. At the same time, ask the students to make it clear that the vertical number℃ in each picture represents the temperature expressed in degrees Celsius. Then let the students complete the questions independently and organize the students to check.

(5) Practice:

Question 1 and 1, when comparing temperatures, guide students to compare temperatures from above zero to below zero. Such as: the comparison between 2℃ and 5℃, 1℃ and 0℃, 0℃ and -2℃, minus 2℃ and -5℃, etc. When practicing, let the students judge independently first, and on this basis, organize the students to communicate with the whole class.

2, the second question, let the students finish independently first, and then organize students to communicate. The answer to this question is as follows: (1) Shanghai and Tianjin. The temperature in Shanghai is high. Namely: 5℃ 2℃

(2) The temperature in Tianjin and Qingdao is high. Namely: 0℃ 2℃

(3) The temperature in Changchun is lower than that in Tianjin and Changchun. Namely: 8℃ 2℃

(4)5℃2℃8℃

In class communication, let the students tell how each small question is compared.

(6) Small survey:

First, students are encouraged to choose a certain survey method to obtain data. Then organize everyone to discuss what information is obtained from the data and find out the corresponding geographical location on the map, so that we can understand the temperature characteristics of different places from the geographical location.

(7) class summary:

What did you learn in this class? How do you feel?

The second part: the teaching design of the first volume of mathematics in the fourth grade of Beijing Normal University Edition.

First, teaching material analysis:

This textbook includes the following contents: understanding large numbers, lines and angles, multiplication, algorithm, direction and position, division, negative numbers and possibilities in life.

1. Unit 1 "Know a bigger number". This unit is based on the students' understanding of the number within 10,000 in the first period, further understanding the significance of the number within 100 million in real life, mastering the reading and writing methods of large numbers, and understanding the divisor and its function.

2. Unit 2 "Lines and Corners". The main contents of this unit are: understanding of straight lines, line segments and rays, understanding of parallel lines and perpendicular lines, understanding of right angles and rounded corners, measuring and drawing angles with protractor.

3. Unit 3 "Multiplication". The main contents of this unit are: multiplying three digits by two digits, estimating some larger numbers, knowing calculators and exploring some mathematical laws with calculators.

Unit 4 "Algorithm". This unit mainly studies elementary arithmetic in less than three steps, so that students can understand the operation order of elementary arithmetic and be skilled in calculation. Understand and master the operation rules of addition and multiplication, so that students can discover and master these operation rules in the process of exploration, understand the role of operation rules in mathematics, and use these operation rules to make simple calculations.

Unit 5 "Direction and Position". The main contents of this unit are as follows: several pairs are used to represent the position of a point on the grid paper, and the position of the object is determined according to the direction (arbitrary direction) and distance. In the first learning stage, students have learned eight directions and simple routes, which laid the foundation for this unit. The study of this unit is the development of the first study period, which plays a great role in improving students' spatial concept and understanding the surrounding environment.

Unit 6 Division. The study of this unit is the last chapter of integer operation in primary school. The main contents of this unit are: three digits divided by integer ten, three digits divided by two digits, the quantitative relationship between speed, time and distance, exploring the operation law of quotient and elementary arithmetic of integers.

Unit 7 "Negative Numbers in Life". This unit is mainly to let students know some common negative numbers in life, so that students have accumulated more life experience.

Unit 8 "Possibility" The main contents of this unit are: (1) uncertainty;

(2) touch the ball game.

Second, the analysis of learning situation:

The fourth-grade students have moved from middle grade to senior grade, and their thinking has also begun to transition from concrete image thinking to abstract thinking. Their understanding of things around them has risen to a higher level than before, and they have been able to understand things and solve problems by inductive methods. Students have already possessed the elementary knowledge of mathematics, which has laid a good foundation for learning this textbook well. After three years of study, students have basically mastered the learning methods of the first phase of primary school. Most students have a good study schedule, like learning mathematics, have a good grasp of what they have learned, and initially learn to use what they have learned to solve practical problems in life. However, students' psychological characteristics and thinking development are inconsistent, which requires teachers to pay more attention to teaching students in accordance with their aptitude while facing all students.

Third, the teaching objectives:

1. Students will experience the process of collecting common large numbers in daily life, feel the necessity of learning large numbers and experience the practical significance of large numbers; Know the counting units within 100 million, understand the relationship between each unit, and read and write correctly; Can compare the scale of hundreds of millions; Master the method of expressing large numbers in tens of thousands and hundreds of millions; Know the divisor, find the divisor of a number and estimate the large number.

2. Students will be able to recognize straight lines, line segments and rays, and will use letters to represent straight lines, line segments and rays; Know the parallel lines and vertical lines on the plane, draw them with a triangular ruler, and know that two points determine a straight line, and the line segment between them is the shortest; Understand boxers and rounded corners; Will measure (draw) the angle of the specified degree with a protractor.

3. Students will understand the calculation method of three-digit times two-digit times, and can calculate correctly, and will use what they have learned to solve some practical problems; Can estimate the number of specific things in life in different ways; Master the application method of calculator and explore some mathematical laws with calculator.

4. Through the process of self-exploration, students discover and master the operation order of elementary arithmetic and the operation rules of addition and multiplication, understand the functions of these rules and skillfully use them.

5. Students will be able to use pairs to express the position of an object in a specific situation; In certain cases, the position of an object is represented by direction and distance.

6. Students will understand that divisor is the calculation method of two-digit division and can calculate it correctly; Understand the relationship between speed, time and distance in actual situations and solve simple problems in life; Experience the process of exploring the changing law of quotient, master the exploration method initially, and be able to solve practical problems by using the discovered law; Understand the necessity of using parentheses in calculation, and correctly calculate the three-step integer elementary arithmetic with parentheses.

7. Students can understand the meaning of negative numbers in daily life and use negative numbers to represent some phenomena in daily life.

8. Students will know the uncertainty of things through their own personal experience and life experience, and further understand and appreciate the uncertainty in life through the game of touching the ball.

Four, the teaching emphasis and difficulty:

Teaching emphasis: strengthen the cultivation of estimation ability and encourage the diversification of problem-solving strategies and algorithms. Teaching difficulties: to cultivate students' awareness of applying mathematics and their ability to solve problems independently.

Verb (abbreviation of verb) teaching measures;

1. Guide students to learn mathematics from life experience and feel that there is mathematics everywhere in life.

2. Strengthen intuitive demonstration and practical operation, and guide students to actively participate in the process of knowledge formation and feel the successful experience.

3. Guide students to reveal the relationship between knowledge and explore the law.

4. Stimulate students' interest in learning mathematics, pay attention to cultivating students' awareness and habits of autonomous learning, respect students' individual differences, encourage students to choose their own learning methods, and guide students to learn to learn in practice.

5. Pay attention to cultivating students' thinking flexibility and innovative consciousness.

6. Pay attention to let students participate in group cooperative learning and cultivate students' awareness of cooperation and communication.

7. Follow the laws of students' physical and mental development and mathematics learning, and choose teaching strategies.

8. Strengthen guidance and auxiliary work, especially for poor students, and strive to make them catch up.

Sixth, the schedule:

Unit 1 "Know a bigger number": 7 class hours;

Unit 2 "Line and Angle": 9 class hours;

Unit 3 "multiplication": 9 class hours;

Unit 4 "Algorithm": 6 class hours

Unit 5 "Direction and Position": 3 class hours

Unit 6 Division: 13 class hours

Unit 7 "Negative Numbers in Life": 3 class hours.

Unit 8 Possibility: 3 class hours

General review: 4 class hours

Seven, teaching schedule:

Unit 1 "Know a bigger number"

Teaching content: counting.

Teaching objectives:

1. Through the activity of "number", I feel the necessity of learning large numbers and realize the practical significance of large numbers.

2. Understand large-scale counting units such as "1 00000", "million", "1000000" and "1100 million" and understand the relationship between units.

Teaching emphasis: feel the necessity of learning a lot.

Difficulties in teaching: understanding the counting units such as "1 00000", "million", "1000000" and "1100 million" and the teaching process;

First, create situations and know 100,000 people.

Laughter and naughty count small cubes. Students read the pictures and ask the corresponding math questions.

1. Guide the students to look at the picture, count how many small squares there are under the picture and dial them out on the counter.

2. One big square has 1000 small squares, and ten big squares have 10000 small squares.

3. On this basis, the concept of how many small squares are in one hundred big squares is introduced. Then ask the students to count them in the order of 1 10,000, 20,000 and 30,000.

4. In the process of counting, use the beads on the counter to "dial a dial" to enhance students' hands-on opportunities.

When the students count to 90 thousand, the teacher can ask, "How much is 10 thousand?" Questions for students to think about.

6. In the students' full discussion, draw out the counting unit of "100,000".

7. Say: Do you know how big a hundred thousand is?

Difficulties: the concept of counting unit and the propulsion rate within 100 million.

teaching process

Lesson 65438

First, create a situation

Teacher: Please read the following article silently. (Show the theme map)

If the disposable chopsticks made in China are connected end to end, it is equivalent to 330 circles around the equator of the earth. In order to make these chopsticks, it is necessary to cut down 25 million trees and reduce the forest area by 2 million square meters. According to statistics, among the population of 654.38+300 million in China, there are about 220 million primary and secondary school students. If the teaching materials can be recycled for 5 years, 5.28 million tons of cultural paper can be saved. The production of these papers requires 3 million mu of wood, 528 million tons of pure water, 63.35 million tons of coal, and 1.584 million tons of chemical raw materials.

Teacher's question: This is the information collected by the teacher. How do the students feel after reading it? You can tell me what you found.

2. Find the problem.

(1) Small survey. Raise your hand if you can understand it, and raise your hand if you have difficulty. (Teacher statistics, classification)

(2) small report. Please ask the student representatives who have difficulties to speak on the stage. (Students may point to larger numbers such as 25,000,000 and 2000,000 and say, I can't understand this number. )

(3) small communication. Ask the students who can read to read. After reading it, the teacher asked the question: How did 25000000 and 2000000 come from? What do they mean? Students are not familiar with these two problems and are very confused. At this time, it is natural for children to read textbooks independently. )

3. Teacher: In this class, let's get to know these large numbers together.

[Design Intention] Let students experience the process of finding and analyzing problems in reading situations, stimulate students' interest in exploring problems, induce students' motivation to read the text independently (self-study or preview), make students feel the necessity of learning mathematics, and educate students on environmental protection through small materials.