I. Knowledge background

"Oral Division" is teaching on the basis that students have mastered multiplication and division in the table and multiplication of one digit by multiple digits, which lays a solid knowledge and thinking foundation for later students to master the division of two digits and learn the division of multiple digits. The textbook of this course pays attention to embodying new teaching ideas in arrangement, combining calculation teaching with problem solving, and making students feel the practical value of learning mathematics. A theme map and an example of 1 are arranged in the textbook of this lesson. The resource provided by the theme map is a scene map of transporting vegetables, through the fairy's question? What questions can I ask? The derived divisor is a single digit oral division. Teaching objective: 1. Understand and master the algorithm of dividing a digit into whole ten, whole hundred and whole thousand, and can do it correctly and skillfully. 2. Take students as the main body, guide students to think independently, cooperate and communicate, and discuss the oral calculation method and arithmetic of dividing a number into whole ten and whole hundred. 3. Contact the actual mathematical problems and experience the connection between mathematics and life. Cultivate students' habit of careful observation and correct calculation. Teaching emphasis: master the method of oral division and perform oral calculation correctly. Teaching difficulty: understanding the oral calculation of integer divided by one digit.

Second, the design concept

First, pay attention to highlighting the connection between mathematics and real life. Before learning examples, teachers combine students' real life, create question situations, and let students ask questions themselves. On the one hand, it can cultivate students' problem consciousness, on the other hand, it can let students understand the close relationship between mathematics and real life.

Second, strengthen the connection between old and new knowledge and highlight the transfer of mathematical knowledge. In the process of students' exploration, through independent exploration and cooperative communication, they learn the oral calculation of integer ten, integer hundred and integer thousand divided by one digit, and cultivate students' innovative ability through observation, comparison and analogy. Grasp the connection between old and new knowledge, emphasize treating dozens, hundreds and thousands as tens, hundreds and thousands, highlight the connection between new knowledge in this lesson and division in tables, and promote the transfer of students' learning.

Third, the teaching process

1. Create situations and introduce new lessons.

The teaching content of this class belongs to the category of computing teaching. In the past, the mechanical teaching of calculation was boring, and the mechanical training made students more bored, which led to students losing interest in mathematics. Bruner once said: Students' best learning motivation is that they have an innate interest in the material itself. ? The theme map presented in the textbook is closely related to children's life. Students feel that there is a lot of mathematics knowledge in life, which stimulates students' good desire for learning. Make students realize that what they have learned can be applied to life and solve problems in life, and students' enthusiasm for learning and using mathematics will be improved. I changed the figures slightly in the design.

2. Independent exploration, cooperation and exchange.

Modern educational theory advocates letting students do it? Do what? Math, not eyes? Do you see it? Mathematics Therefore, leave enough time and space for students, so that every student has the opportunity to participate in activities. I ask students to ask questions and try to practice according to the theme map, and then let the students verify it themselves. We must encourage students' unique ideas, protect their innovative spirit and ability, and make students truly become the main body of learning. When you are rational, you should give enough time to explore independently, create a relaxed learning atmosphere, and discover through your own practical activities, because only in this way can you find the deepest understanding, and it is also the easiest to grasp the internal laws, essence and connections. Did 60 really become 6 through questioning? Further clarify the arithmetic, really finished? Do you know? You know why? Harmonious transition enriches the connotation of inquiry and stimulates children's enthusiasm and desire for further inquiry.

3. Timely feedback and internalization.

Practice is an important link in mastering knowledge, forming skills and developing intelligence. In this link, I designed an exercise question around the teaching goal of this lesson: this exercise question has two levels. (1) Basic exercises; These exercises not only pay attention to basic training, but also pay attention to comprehensive training, and the level is relatively clear, so as to make it from shallow to deep. (2) Internalization is improved. Ingeniously designing 300 in practice? 5. Teaching resources have achieved good results for students' further exploration and study. Compared with the inquiry materials at the beginning of the class, it is obvious that the highest digit is more complicated than the oral calculation of this small divisor, and students need to observe, distinguish, compare and practice carefully to break through the difficulties.

4. Consolidate sublimation and summarize promotion.

In this session, I have arranged three contents: one is to choose an Apple game, and the other is to calculate the problems of eight intersections. ? Leave a zero at the end of the bonus? Without leaving zero. The second is related two groups of oral arithmetic problems. Let the students realize that when the divisor is constant, the divisor expands 10 times and the quotient also expands 10 times, which permeates the changing law of quotient. The third is the germination and cultivation of problem-solving ability. Especially in the natural and appropriate problem-solving situation, let students use oral arithmetic to solve problems.

The teaching of the whole class mainly embodies three characteristics: First, the layered experience runs through the whole class, allowing students to participate in learning activities with great interest from beginning to end, showing their personalized learning style and becoming the masters of classroom learning. The second is to highlight the pursuit of teaching effectiveness, so that the teaching goal is no longer an empty shelf, but actually decomposed into specific links. The third is to link the surrounding curriculum resources extensively, so that students' mathematics learning can be placed in a broad background and become rich and colorful.

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More related primary school math handouts recommended:

Primary school mathematics lecture "Understanding of seconds"

Simple Calculation, a handout of primary school mathematics by People's Education Publishing House

Elementary Arithmetic of Primary School Mathematics Lecture Notes by People's Education Press

The Lecture Draft of Elementary School Mathematics by People's Education Press "The Sum of the Internal Angles of Triangle"

What is the generation and significance of decimals?

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