2022年《分数的意义》教学设计及反思 .pdf

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1、分数的意义教学设计及反思（Teaching design and Reflection on the significance of fraction）Teaching design and Reflection on the significance of fraction Yishui third experimental primary school Qiu Meizhi First, expand the meaning of 1/4 (a) a plurality of objects from one object to the 1. do you know the score o

2、f 1/4? Can you give me an example, what is the 1/4? 1: take one of the moon cakes were divided into 4 parts, one of which is that its 1/4 Its nice to think of moon cakes. Whats the average size of a mooncake? Can 1 of them be expressed in 1/4? 4 Well, is there any example of that? Who can say one mo

3、re 1/4? 2: a cake were divided into 4 parts, of which 1 copies of its 1/4 Who else would like to talk about? 3: put some books were divided into 4 parts, each of which is 1/4. Well, the student said differently. He divided some books into 4 parts, each of which was 1/4 of them. Agreed? Is there anyt

4、hing 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 1 页，共 13 页 - - - - - - - - - else? Raw 4:?. Strange, all things are obviously not the same, how 1/4 can be used to express? Student: because all of them were divided into 4 parts, one of which is 1/4. Origi

5、nally, can be expressed in 1/4, and what is Never mind? 2., there seems to be a lot of 1/4 in life. The teacher also brings one thing and wants to know what it is. Look at the picture. 1 apples This apple, the average distribution to four people, each persons share, can be used to express 1/4? Sheng

6、: energy Agree with him? Well, to see, in figure (a lot of Apple) There are so many apples, which are equally distributed to four people. Can each person be represented by 1/4? Some students said yes, some students said no. Lets do try. The teacher prepared some wafer for everyone, installed in your

7、 group envelope. Together with the group of four students, and use it to replace the apple, the actual points. Now think, these apples equally among the four of you, each share, what can not be used 1/4 to express. 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - -

8、- 第 2 页，共 13 页 - - - - - - - - - Manual operation. Well, the students were very cooperative. All have their own ideas? Whos going to talk about it? How many apples are there in your group? (Book: 8) do you think that the average distribution of 8 apples to 4 people, each persons share, but also can

9、be used to express 1/4? Sheng: energy Well, I put down your group. Conclusion the other group is what? Is it 8 apples? Student: we are 12 apples components. Each of the 3, 1/4 can be used to express Thats true. Do you have any questions? Is there any other difference? Writing: 12 apples, 16 apples,

10、20 apples Do you have any questions? There is something wrong with the teacher. Our apples are obviously different, 8, 12, 16, and so on. Why can anyone use 1/4? Student: because all of them divided into 4. Thats great! So, can with 1/4 points, and how much the stuff? If there are 200 apples, averag

11、e to 4 people, each person can, can also be used? 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 3 页，共 13 页 - - - - - - - - - (two) cognition unit 1 1. looking back, when we were studying 1/4, we actually looked at 1 apples and many of these apples as a whol

12、e. As long as this will be a whole how you can get it, 1/4? In fact, when we study other fractions, we often need to think of such an object, or many objects, as a whole. 1 apples can be considered as a whole, 8 apples can be regarded as a whole, 16 apples? How about 21? In mathematics, people often

13、 use natural number 1 to represent a whole, which is customarily called unit 1 2. think, besides just the teacher found that, look around us, In our life, what else do you think can be regarded as a whole, that is, unit 1? Sheng. Is it possible? This example can be found in life? (three) re understa

14、nding 3/5. In addition to that, the teacher also brought some pictures, see you know? Figure: a round. A round can be regarded as 1 units? Look, a meter can be regarded as 1 units? What about the 5 little rabbits? Think of the whole of a circle, a cup of tea and many flowers as unit 1. Whats the num

15、ber of parentheses in the brackets 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 4 页，共 13 页 - - - - - - - - - below? 3/5 You see? I see, but I have a problem here: 1 units of the same? Why are a part of the 3/5 can be used to express? Student: because they

16、are the object of average divided into three parts, that is 2 of them. Great discovery. Although the 1 are not the same, but they are what? So you can use a common fraction who said? That is to say, you can use 3/5 to say, with the unit 1 is what Never mind? Two. Recognize other scores 1. through le

17、arning, we have recognized the unit 1, the meaning of 1/4 and 3/5 also have a more profound understanding. Look, the teacher also brings scores. What do they mean? (pictures) do you know? Who knows the score indicates the meaning of what? The teacher gave each of the students to prepare some materia

18、ls, there are many objects in a circle, there is a rectangular or square. You can combine the hands of the material, choose a score here, to divide, fold, and slash a fraction of what you most want to say it? 2. hands start operation. 3. What students have completed their work? Please look at your w

19、ork on it, I take what as 1 units, divided into several pieces, said a few of the painting? Which fraction do you mean? 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 5 页，共 13 页 - - - - - - - - - Sheng:. OK ？ I have a suggestion, before and after the group o

20、f 4 people, lets say: I put in the group. The teacher also collected several students works, can you quickly see what he is a few points? Show. These works are the same as unit 1? Why can be used to express it? Sheng:. This is the meaning of 2/3. In the same way to exchange the other two points. Thr

21、ee, said the scores on the axis 1., the meaning of these scores, we have a deeper understanding. Think about it, just now we mentioned so many units of 1, can you take such a line segment is also considered as unit 1? Figure From 0 to 1 a so long as 1 units, 1/4 said what? Sheng:. Teachers diagram.

22、1/4 means that from 0 to this, so long, and sometimes we just use this point to represent 1/4. From 0 to 1 in this section, we find the 1/4 position, the 2/4? We have also found the 2. said 2/3 in this line? Try it yourself, draw a picture, find. Raw operation. Okay? Say, how do you look for it? The

23、 teacher 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 6 页，共 13 页 - - - - - - - - - refers to the screen. Look closely at the screen and your homework paper. You think the position of the 2/5 you found is very accurate. Raise your hand! 3. just now we have

24、a lot of marks on the line from 0 to 1. Apart from a few of them, are there any other scores between 0 and 1? Then, then down to, between 1 and 2, there is no score? Between 2 and 3? Youre right。 In fact, in the middle of these integers, lots of fractions are dotted, and fractions, like integers, ar

25、e a new number. Four, summarize the significance of fractions We have further understanding of the scores, the teacher also brought some small exercises, you want to test, Look whos the quickest, okay? Please look at the picture below, represents a fraction of a few? Sheng:. The teacher asked: this

26、picture since they said one-third of the number, why color star is different? Student: because the total number is different That is, unit 1 is different. Is this? It is what it is really important to unit 1. Re drawing. 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - -

27、- - - - 第 7 页，共 13 页 - - - - - - - - - Is this the same as unit 1? Why show scores but not the same? So, in order to accurately represent a score, we must pay attention to what the unit 1 is, and what should we pay attention to? The average number of copies of the book, said the number of copies. Th

28、e meaning of it, points out. Five, expand the application 1. through the study, the understanding of the score a step further. In our real life, you have seen scores? The teacher collected such a: Show: according to statistics, primary school students in our country myopia accounted for about 1/5 of

29、 the total number of people. You must know the meaning of 1/5. Who said. What do you think? Sheng:. Everyone from the 1/5 of the fraction of only occurs this feeling. It seems a small fraction can offer us a lot of information. How many myopic students are there in our school? Hands up, please. What

30、 fraction of our students myopia is appropriate? It looks like the situation is not optimistic. What do you think we should do? 2. See a data (shown: a map of the world) An estimate of the total land area of about the area of the earth 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - -

31、 - - - - - - - - - - - 第 8 页，共 13 页 - - - - - - - - - ()? The teacher provides two scores, one of two, which is your choice? Why? What about the ocean area? 3, the boys in our class accounted for the number of the whole class, which means (1) as the unit, the average is divided into (), boys account

32、ed for () Six, summary In this class, we walked back to the score and understood the significance of the score. I hope everyone out of the classroom into life, can find more marks, to learn more about the score knowledge! Blackboard writing design: Significance of fraction 1 8 said the number of cop

33、ies 12 units, 1 16 of the average number of copies Reflections on teaching: In April 8th I participated in the Linyi Municipal Organization 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 9 页，共 13 页 - - - - - - - - - Department of the construction of high cla

34、ss activities, in just one day time is listening to four class, our school is constructing efficient classroom activities after the end of the study, the first step is to listen to the class, school leaders want to show me a class. Listen to the review of the four class, relatively deep impression i

35、s Linshu education school teacher Lv Jian taught the meaning of score, feeling teaching ideas in this class teacher Lu design is relatively clear, teaching is relatively compact, the students learning effect is relatively good, so come back to me about try to imitate it. See if you can make the same

36、 effect. But now I teach is the fourth grade 2, and the meaning of score is the fifth grade 2 content Xinlimeidi, first feel the students have the basic knowledge is not very understanding, then the feeling of this class is a concept of teaching, students need to experience, may be harder in some wh

37、en the lecture. But looking back to teacher Lus wonderful class, estimated that the difficulty of this class should not be very big, so I took the attitude of trying to choose this lesson. In a formal class before I had a trial, the effect is very not ideal, feel confused, Students enthusiasm for le

38、arning is not high. After the lecture I reviewed, the reasons for the failure of the students is not, but because he wasnt prepared enough, on the whole teaching process can not grasp. Once thought about another topic, but because the time is tight, hard on the scalp speak. I made full preparation,

39、re combing the teaching process, adjust teaching ideas, making teaching aids carefully to learn, 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 10 页，共 13 页 - - - - - - - - - after feeling very tired, it is also not easy teaching design, following the class t

40、o talk a little bit about my experiences: Advantage：(1) teaching ideas are relatively clear. By dividing an object into several objects, it expands the meaning of 1/4, thus leads to the concept of unit 1, which not only represents an object, but also can represent many objects. On the basis of a mor

41、e in-depth understanding of the 3/5 meanings, and know the other scores, with the further understanding of the axis fraction; based on a large number of perceptual experience to abstract the meaning of scores, role comprehension scores in life. (2) the teaching situation is close to the actual life

42、of students. At the beginning of the class, through the conversation, let the students lift the examples in life, say what is 1/4? And then use the more familiar picture apple, to expand the meaning of 1/4 and the unit 1 understanding. Real life practice in the consolidation stage setting is relativ

43、ely close to the students, the number of myopia; land area account for a fraction of the total area of the earth a few; the boys and girls accounted for a total number of the class of teaching scenarios are more familiar with the students, the students are more interested in the teaching scene, so t

44、he whole class students interested in higher, better classroom atmosphere, students master the teaching content is also good. (3) the teaching content is based on the students cognitive level. It is pointed out in the curriculum standard that the teachers teaching should be based on the students cog

45、nitive 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 11 页，共 13 页 - - - - - - - - - level and the existing experience, and face all the students. In this lesson, considering the students in the third grade when have a preliminary understanding of scores, und

46、erstood the score is one object is divided into a number of copies, said one or few copies; so the emphasis of class teaching on the system comprehensively summarized the meaning of scores on the score, that is, by an object into multiple objects, expand and generalize the meaning of scores. Insuffi

47、ciency: (1) the teaching design is not reasonable enough. The teaching design is used for the teacher Lu, I have nothing inside, feel stiff, somewhat rigidly inflexible. Treatment of students reporting and some exercises are too divided by the act with undue haste, such as colour, to further underst

48、and the meaning of scores, just let the students say the colored part fast said a few. In the face of new problems, students can not adjust the teaching ideas, guide students to solve their own problems, but in accordance with the pre instructional design, in order to go up. It seems that the same t

49、eaching design, different teachers to teach, receive the effect of learning is not the same, it can not help but say that there is a big gap between themselves and the famous teachers. (2) teaching tact is not flexible enough. Such as: find 2/5 in the line, I put the wrong line painted five cm 6 cm,

50、 let students mark it in the 2/5 segment, I have no homeopathic guide students, but quickly changed into a 5 cm long line for students to find students, at the time of presentation is not divided I didnt, strengthening inspiration. From the above, we can see that our 名师归纳总结 精品学习资料 - - - - - - - - -