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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 of 1
2、/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 more 1/4?2:a ca
3、ke 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 anything else?Raw 4:?.Strange
4、,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.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
5、 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: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 b
6、y 1/4?Some students said yes,some students said no.Lets do try.The teacher prepared some 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
7、 can not be used 1/4 to express.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 be used to
8、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,20 apples Do you have any
9、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,average to 4 people,each person can,can also be
10、 used?(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 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 a
11、pples can be considered as a whole,8 apples can be regarded as a whole,16 apples?How about 21?In mathematics,people often 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
12、regarded as a whole,that is,unit 1?Sheng.Is it possible?This example can be 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 lit
13、tle rabbits?Think of the whole of a circle,a cup of tea and many flowers as unit 1.Whats the number of parentheses in the brackets 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 are the object of average div
14、ided 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 learning,we have recognized the unit 1,the
15、 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 materials,there are many objects in a circle,there is a
16、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 work on it,I take what as 1 units,divided into several pieces,
17、said a few of the painting?Which fraction do you mean?Sheng:.OK？I have a suggestion,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
18、 to express it?Sheng:.This is the meaning of 2/3.In the same way to exchange 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 considere
19、d as unit 1?Figure From 0 to 1 a so long as 1 units,1/4 said what?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 you
20、rself,draw a picture,find.Raw operation.Okay?Say,how do you look for it?The teacher 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 a lot of marks on the line from 0 to 1.Apart fro
21、m 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,are a new number.Four,summarize the significance of fractions We
22、 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 picture since they said one-third of the number,why color star is differe
23、nt?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.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 sho
24、uld we pay attention to?The average number of copies of the book,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 s
25、tatistics,primary school students in our country myopia 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 informati
26、on.How many myopic students are there in our school?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
27、()?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 accounted for()Six,summary In this class,we walked back to the score and u
28、nderstood 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 copies 12 units,1 16 of the average number of copies Reflections on teaching:In
29、 April 8th I participated in the Linyi Municipal Organization Department of the construction 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 l
30、eaders want to show me a class.Listen to the review of the four class,relatively 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 effe
31、ct is relatively good,so come back to me about try to imitate it.See if you 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 t
32、his class is a concept of teaching,students need to experience,may be 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 h
33、ad a trial,the effect is very not ideal,feel confused,Students 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 bec
34、ause the time is tight,hard on the scalp speak.I made full preparation,re combing the teaching process,adjust teaching ideas,making teaching aids carefully to learn,after feeling very tired,it is also not easy teaching design,following the class to talk a little bit about my experiences:Advantage：(1
35、)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 more in-depth understanding of the 3/5 meanings,and know the oth
36、er 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 of students.At the beginning of the class,through the conversation,
37、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 relatively close to the students,the number of myopia;land area account for a fra
38、ction 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 the whole class students interested in higher,better classroom atmosphere,studen
39、ts 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 cognitive level and the existing experience,and face all the students.In this lesson,co
40、nsidering 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;so the emphasis of class teaching on the system comprehensively summarized the meaning of scores on the score,that is
41、,by an object into multiple objects,expand and generalize the meaning of scores.Insufficiency:(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
42、 are too divided by the act with undue haste,such as colour,to further understand 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
43、the pre instructional design,in order to go up.It seems that the same teaching 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:
44、find 2/5 in the line,I put the wrong line painted five cm 6 cm,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 ab
45、ove,we can see that our classroom control ability is still very scarce,we need to constantly exercise,improve.Anyway,the lesson was finished,but it didnt reach the ideal effect I wanted.Copycat sounded the alarm for me,I will take it seriously after re revised,experience of textbook design intention,starting from the student life experience and knowledge,learn of the freedom to students,return to students the right to study the learning time for students,to the joy of learning to the students and strive to build the mathematics classroom efficiency.April 2010