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1、名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -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
2、 object to the 1. do you know the score of 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 ther
3、e any example of that. Who can say one more 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 whi
4、ch was 1/4 of them. Agreed. Is there anything 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 1 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -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
5、into 4 parts, one of which is 1/4. Originally, 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
6、share, can be used to express 1/4. Sheng: 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
7、 wafer for everyone, installed in your 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. 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 2
8、 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -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 peopl
9、e, each persons share, but also can 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 differe
10、nce. Writing: 12 apples, 16 apples, 20 apples Do you have any questions. There is something wrong with the teacher. Our apples are obviously different, on. Why can anyone use 1/4. Student: because all of them divided into 4. 8, 12, 16, and so Thats great. So, can with 1/4 points, and how much the st
11、uff. If there are 200 apples, average can also be used. to 4 people, each person can, 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 3 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -two cognition unit 1 1. looking back, when we were studying 1/4, we actually looked at 1 apples
12、and many of these apples as a whole. 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 abou
13、t 21. In mathematics, people often use natural a whole, which is customarily called unit 1 number 1 to represent 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
14、found in life. three re understanding 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
15、flowers as unit 1. Whats the number of parentheses in the brackets 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 4 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -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
16、 express. Student: because they 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. Reco
17、gnize other scores 1. through learning, 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 st
18、udents to prepare some materials, 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 the
19、ir work. Please look at your work on it, I take what as 1 units, divided into several pieces, said a few of the painting. Which fraction do you mean. 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 5 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -Sheng:. OK？ I have a suggestion,
20、 before and after the group of 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 excha
21、nge the other two points. Three, 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 wha
22、t. Sheng:. Teachers diagram. 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
23、, how do you look for it. The teacher 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 6 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -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 yo
24、ur hand. 3. just now we have 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
25、 fractions, like integers, are 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. She
26、ng:. The teacher asked: this 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. 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 7 页,
27、共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -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,
28、said the number of copies. The 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 myop
29、ia accounted for about 1/5 of 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 s
30、chool. Hands up, please. What 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 细心整理归纳 精选学习资料 - - - - - - - - - - - -
31、 - - - 第 8 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -. 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, , boys accounted for
32、Six, summary the average is divided into 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
33、 the number of copies 12 units, 1 16 of the average number of copies Reflections on teaching: In April 8th I participated in the Linyi Municipal Organization 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 9 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -Department of the constr
34、uction of high class 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
35、 deep impression is 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
36、 can make the same 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
37、 harder in some when 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
38、 enthusiasm for learning 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
39、full preparation, re combing the teaching process, adjust teaching ideas, making teaching aids carefully to learn, 第 10 页,共 13 页 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -after feeling very tired, it is also not easy teaching design, fol
40、lowing the class to 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 th
41、e basis of a more 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 th
42、e actual life 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 sett
43、ing is relatively 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 teachi
44、ng scene, so the 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
45、students cognitive 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 11 页,共 13 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -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, understood the score is one object is divided into a number of copies, said one or few copies;