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1、100以内数的连加、连减、加减混合运算说课稿振兴路小学李君各位领导、老师：上午好！今天我说课的内容是（青岛版）五四制一年级下册第六单元信息窗 5100以内数的连加、连减、加减混合运算。首先我对本节教材进行一些分析。一、说教材本节课是在学生学习了100 以内加减法，具备了初步的计算能力进行教学的，其目的是由解决现实情境中的问题引发学生对数学知识的学习，然后把学到的新知识又作为解决新情境中的问题的工具，让学生把解决问题与知识学习融合在同一过程中，形成以解决问题为线索的基本框架。教材没有直接出示运算式题，而是在学生解决教材中提出的“买一只海螺和一只珊瑚，还剩多少元钱？”或学生自己提出的其他问题的过程
2、中，通过探索获取加减混合运算的方法，然后利用获取的方法，解决其它问题，实现解决问题能力与基础知识和基本技能同步发展。这种思维方法对孩子以后的学习有很大的帮助。二、教学目标基于以上认识，我把教学目标确定为：知识与能力：结合具体情境，初步掌握100 以内加减混合运算的顺序，能正确掌握连加连减及加减混合运算的计算方法。过程与方法：发展估算意识和能力，体验连加连减和加减混合的计算方法，培养学生的创新意识和合作交流的能力。情感态度与价值观：在提出问题、解决问题的过程中，感受数学来源于生活、充分体验解决数学问题的成功喜悦，增强对数学学习的信心和兴趣。教学重点：发展问题意识，把提高解决问题的能力与提高计算能
3、力、培养创新精神有机结合。教学难点：体验连加连减和加减混合的计算方法，并学会表达交流解决问题的过程和结果。三、学生情况分析学生已有一位数的连加连减加减混合运算的知识作为基础，并且两位数加减两位数的笔算为学生学习本节课积累了一定的数学思想方法经验。本班大部分学生的计算能力都很不错，但也有个别学生计算较慢，因此，在教学中，除了对于大部分学生的指导外，还特别要关注计算较慢的学生。为了提高学生的计算能力，还要经常进行口算练习。四、说教法根据新课程理念，学生已有的知识、生活经验，结合教材的特点，我采用了以下教法。为了使数学知识、思想和方法在学生的数学实践活动中得到理解与发展，这节课我主要采用小组合作学习
4、的形式，辅以“情境探究”文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文
5、档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4
6、K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1
7、Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y
8、2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4
9、A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2
10、A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2法、“观察法”、“演示法”、“比较法”等，实现师生互动，生生互动，有计划地对学生进行思维训练，进一步激发学生学习数学的热情。五、说学法分组讨论与自主探究相结合。让学生“活”起来，是优课的一个重要特征，面对同一个问题，学生能够主动地去发现、探
11、索，他们就迫不及待地想发表自己的见解，于是通过分组讨论的形式，为学生展示自我提供了舞台。在课堂上学生始终是学习的主人，而教师真正把学习的时间和空间还给学生，让其有自主探究、合作交流、共同创造的机会，有效促进了师生互动、生生互动。六、说教学过程本着让学生“主动参与、乐于探究、勤于动手、学有所得”的理念，我设计了如下教学过程：第一个环节：创设情境，提出问题。这一环节以主人翁丁丁海边游玩”为引子，创设“海边买纪念品”这一情境，让学生帮助老师整理相关信息，然后提出数学问题，培养了学生的问题意识。第二个环节：探究方法，解决问题。给学生足够的时间去探讨解决问题的不同方法。同时通过比较，找到自己喜欢的解题方
12、法。在学生自主探索的过程中，列出连加、连减和加减混合运算的算式，体会连加连减及加减混合运算的意义及运算顺序，提倡用自己喜欢的方法，同时也着力引导学生掌握基本的算法，促进学生数学思维的深度发展，使学生面对具体情境和数据时能选用比较灵活的计算方法。这文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A
13、4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A
14、1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9
15、Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G
16、4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P
17、2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2
18、W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2一环节的设计，真正
19、体现了“学生是学习的主体，教师是学习的参与者、组织者、引导者”这一理念。第三个环节：联系实际，灵活运用。本环节设计的练习巩固了本节课所学的 100 以内数的加减混合运算的知识，同时将所学知识综合运用到解决实际问题中，提高学生综合运用知识的能力，使学生感受到数学与生活的联系，体会数学的工具性。第四个环节：课堂总结。让学生谈谈本节课学会了哪些知识，不仅培养了学生总结概括的能力，还让学生的情感得到了进一步升华。七、说板书我的板书力求简洁、明了。重点板书了连减的竖式计算方法，连加的竖式计算方法让学生板演。整个教学设计，我以学生的发展为本，鼓励学生积极参与课堂活动，亲身经历知识的形成过程，感受数学生活化
20、，展示数学的魅力，实现“人人学有价值的数学”这一目标。以上是我的说课内容，如有不当之处，敬请各位领导和老师批评指正，谢谢大家!文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT
21、7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码
22、:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3
23、HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8
24、ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档
25、编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2文档编码:CV5X1G4A4K3 HO10K9P2A1Z8 ZT7T9A2W9Y2