玩具教学设计Toy teaching design.docx

玩具教学设计Toy teaching design.docx

《玩具教学设计Toy teaching design.docx》由会员分享，可在线阅读，更多相关《玩具教学设计Toy teaching design.docx（9页珍藏版）》请在冰点文库上搜索。

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,