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最新小学二年级数学说课稿(十篇)

格式:DOC 上传日期:2023-03-23 17:08:02
最新小学二年级数学说课稿(十篇)
时间:2023-03-23 17:08:02     小编:zdfb

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。大家想知道怎么样才能写一篇比较优质的范文吗?下面是小编为大家收集的优秀范文,供大家参考借鉴,希望可以帮助到有需要的朋友。

小学二年级数学说课稿篇一

(一)教材的地位及作用

“数学广角”是新课程标准实验教科书二年级上册开始新增设的一个单元,是在向学生渗透数学思想方法方面做出的新的尝试。排列和组合的思想方法不仅在学生以后的实际生活中应用广泛,而且是学生学习概率统计的知识基础,同时也是发展学生抽象能力和逻辑思维能力的好素材,本教材在渗透数学思想方法方面做了一些努力和探索,把重要的数学思想方法通过学生日常生活中最简单的事例呈现出来。(二)教学目标

知识与技能

1、通过观察、猜测、操作等活动,找出最简单的事物的排列数。

2、使学生经历探索简单事物排列规律的过程。

3、培养学生有顺序地、全面地思考问题的意识,感受数学与生活的紧密联系。

过程与方法

经历观察、比较、自主合作探究等活动,讨论事物排列的规律。

情感态度与价值观

让学生感受数学与生活的紧密联系,培养学生学习数学的兴趣和用数学解决问题的意识。

(三)教学重难点

教学重点:自主探究,掌握有序排列、巧妙搭配的方法,并用所学知识解决实际生活的问题。

教学难点:怎样排列可以不重复、不遗漏。理解简单事物搭配中的有序、无序的不同。

(一)心理特征

从心理特征来说,二年级的学生由于年龄小、好奇、好玩,通过自身体验获得知识能使头脑更加活跃 ,保持愉悦的学习情趣。并且他们的注意力集中的时间有限,要在课堂上适当安排一些与教学相关的小游戏。

(二)认知状况

作为二年级的学生,缺乏空间想象力,直接要学生来学习,显得非常空洞,也没有好的效果,但学生已有了一定的生活经验,因此在数学学习中注意安排生动有趣的活动,让学生通过这些活动来进行学习,经历简单的排列组合规律的数学知识探索过程,让学生在活动中探究新知,发现规律,从而培养学生的数学能力。

教法:根据学生认知特点和规律,在本节课的设计中,我遵照《课标》的要求和低年级学生学习数学的实际,着眼于学生的发展,注重发挥多媒体教学的作用,通过课件演示、动手操作、游戏活动等方式组织教学。1、从生活情景出发,为学生创设探究学习的情境。2、联系生活实际,让学生体会数学与生活的密切联系。3、改变学生的学习方式,让学生合作学习,培养学生的合作能力。

学法:以小组合作的形式贯穿全课,充分应用分组合作、共同探究的学习模式,在教学中鼓励学生与同伴交流,引导学生展开讨论,使学生在合作中学会了知识,体验了学习的乐趣,思维活动也更加活跃。

课前游戏:

猜年龄,两个数排列,课前活跃气氛。

一:创设情境,引出新知

去数学城堡看看,想进去,得有密码才行,看看要求。生动的情景可以调动学生学习的兴趣。

二:小组活动,探索新知

1、给出问题:找出需要注意的点,要明白组数的要求。弄清楚要解决的问题,才能顺利的进行小组活动。

2、数学活动:用数字卡片摆一摆,并记录下来。

同学汇报总结:教师挑选出的同学汇报,教师在大屏幕投影学生作品,学生解释自己做题方法。预设四种情况(重复、遗漏、位置互换、固定)。前两种无序,比较乱,别人看不懂,还易重复遗漏,后两种有序思考,才能全面,不重复,不遗漏。允许不同方法解决,引导有序思考。学生总结出方法,让学生体会方法有助于学生举一反三利用方法解决问题。

三:体会方法,巩固新知

1、 涂色练习

用红黄蓝3种颜色给两个城区涂上不同的颜色,一共有多少种涂色方法?请你涂一涂。

2、 拍照练习

巩固解题方法与思路,虽然对象不同,但思路相同。

四:全课总结

畅谈感想:今天我们一起学习了搭配中的学问,我们要学会有序地、全面地思考问题,就能做到不重复、不遗漏。

帮助学生梳理知识,认识到有序思考的重要性。

数学广角——搭配(一)

有序 互换位置法 固定法

《数学广角——搭配》搭配说课稿《数学广角——搭配》搭配说课稿《数学广角——搭配》搭配说课稿 1 2 : 12、13 2 1 1

《数学广角——搭配》搭配说课稿《数学广角——搭配》搭配说课稿《数学广角——搭配》搭配说课稿 不重 1 3 : 13、31 1 2 3

2 3 : 23、32 3 3 2

不漏

基础知识和基本技能评价:看能否准确找出最简单的事物的排列数,设计课堂环节和检测试题来巩固知识。

过程与方法的评价:课堂上注意观察学生的活动,看他们能否通过观察总结,倾听和理解别人的思路,有条理地表述自己的思考过程。

情感态度与价值观的评价:看学生能否找到学习数学的兴趣以及是否有用数学解决问题的意识。

文体资源:教科书、教参、其它教辅资料。

信息技术资源:多媒体、互联网资源

环境与工具:课件、给学生准备数字卡片、数位表格、彩笔等。

生成性资源:学生的疑问,老师的解答,师生互动推动了课程资源。

得:

一、创设故事情境,激趣导入。

整节课始终用创设的故事情境来吸引学生主动参与,激发积极性。首先由“密码锁”这个情境引入,唤醒学生已有的知识,再由引导学生用二个数字探索排列组合的规律,过渡到引导学生用三个数字探索排列组合的规律。然后为了巩固这节课的重点,又创设了三人合影的问题。

二、自主学习,提供学生实践操作的机会。

《新课标》强调:教学要给学生留有足够的实践活动空间,让每个学生都有参与活动的机会,先让学生按照我提出的学习方法和步骤自主学习。学生同桌互助交流,一对一帮扶。教师巡视、指导。

三、合作交流,关注学生的生活经验和知识背景。

数学源于生活,又用于生活。所以数学教学应该是从学生的生活经验和已有的知识背景出发的。本节课在教学难点——掌握排列不重复、不漏掉的方法时。为了使每一位都能充分参与,我组织学生进行小组合作,展示交流。让每个学生知道在小组内是要解决什么问题。尽量保证学生合作学习的时间。教师深入小组中给予恰当的指导。合作学习后,让学生自己评价,即对展示的情况进行补充、质疑。这时,教师再在学生自己解决问题的基础,答疑解惑。以解决师生的双边互动。

失:

1.原本预设学生能写出“固定十位法”,但可能是在引入时,让学生产生了定向思维,导致学生反倒没有掌握这种方法。在这里费时较多。

2.自主学习的环节,教师提出的学习要求有点多,学生不完全明白要做什么?这里我可以先举一个例子,再由此引入。

3.数学实践活动中,虽然学生有意识要按规律有顺序地排列。但部分学生在没有提示之前,就不知道要这样来排?如何渗透懂得有序排列的数学思想?在今后教学实践中,怎样促进高效课堂?这些都是我感到困惑和值得深思的地方。

小学二年级数学说课稿篇二

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小学二年级数学说课稿篇三

这部分内容是在学生初步认识了乘法的基础上学习的,是学生编写乘法口诀的开端,也是今后学习表内除法和多位数乘、除法的基础,其地位尤为重要。在小学阶段,课程标准要求让学生能熟练地口算表内乘除法。本节课的教学重难点是经历归纳5的乘法口诀的过程,理解5的乘法口诀的意义。熟记5的乘法口诀,并能运用口诀熟练地进行计算。

知识与技能

理解5的乘法口诀的来源及意义。熟记5的乘法口诀,并会运用口诀熟练地进行计算。通过摆小棒、编口诀、找规律等实践活动,培养学生的动手操作能力,抽象概括能力以及迁移类推能力。

过程与方法

经历编写5的乘法口诀的过程,引导学生找到编写口诀的方法,发现口诀的规律,寻找最佳的记忆方法。体会一句口诀解决两道乘法算式,感受学习乘法口诀的好处。

情感、态度与价值观

初步学会利用5的乘法口诀解决生活中的数学问题,在解决问题的过程中,让学生进一步体验数学与生活的密切联系,增强学生应用数学的意识以及学好数学的信心。

这个目标既符合儿童认知发展的特点,又符合课程标准的目标。体现了新课程的过程中,让学生进一步体验数学与生活的密切联系,增强学生应用数学的意识以及学好数以学生发展为本的理念。

在学习本课前,学生已经已初步了解了乘法的意义,掌握了连加的计算方法,他们已能根据情境列出的乘法算式,并结合情境用数数或连加的方法算出乘法算式的得数,这些知识储备都为学生在本课进行自主编制口诀奠定了一定的基础。大多数学生虽然没有接触过乘法口诀,但因为暑假提前预习过相关知识,所以对口诀也的记忆并不陌生,有的甚至可以背出部分的乘法口诀。针对这一情况,课上我注重引导学生归纳总结5的乘法口诀,运用具体情境理解5的乘法口诀所表示的意义。依据新课程标准,本节课在学生学习方法上力求体现以下几点。

1.课前利用动态的视频激发学生的兴趣,然后很自然的引导学生在观察图片的过程中,发现问题,提出问题和初步解决问题,体验探索的成功。

2.在充分尊重学生个性化学习的基础上,开展同桌合作交流活动。

3.通过趣味性的变式练习,巩固计算方法,提高解决问题的能力。

教学有法,教无定法,贵在得法,行之有效的教法是取得良好教学效果的保证。根据教材及学生年龄特点,在推导5的乘法口诀时,我让学生从编儿歌开始,找到编口诀的窍门,然后顺理成章的列出算式归纳出乘法口诀,学生在不知不觉的活动中学习到新知识。

另外,《数学新课程标准》指出:要让学生经历知识发生发展的全过程,努力为学生创设一个轻松愉快的学习环境。在具体的教学中我注意用赞许、激励、表扬,创设情境等方式,加强师生之间的情感交流。采取了先扶后放、扶放结合的教学方式,让学生在思考、交流、操作中充分享受到学习的乐趣。合理采用多媒体教学手段,运用直观的画面、形象的图片进一步增强学生的学习兴趣。

(一) 创设情境激趣导入

孩子学习,兴趣为先。课前,首先利用多媒体播放了一段杂技视频,吸引学生眼球,接着引导学生观看杂技图片,再以杂技图片为情境图呈现数学信息,进而让学生发现信息,提出数学问题,自然顺畅,较好的激发了学生主动参与、主动思考、主动提出问题、自主探究的愿望,并使学生保持较高的学习兴趣,将学生的思维调节到最佳状态,自主参与课堂学习的主动性提高了。

(二)合作交流探究新知

数学课程标准指出:教师要让学生在具体的操作活动中进行独立的思考,鼓励学生发表自己的意见,并与同伴交流。可见,合作交流在数学教学中也相当重要。本课很好体现这一理念,给予学生自主探索的时间和空间,精心设计了一些能让学生动手操作、动口表达、发展思维的活动,玩中学,乐中悟,在自主探索中亲身经历知识形成过程,促使学生主动进行观察、实验、交流,进而有序地推进学生对新知的体验、感悟、建构。

根据二年级学生的年龄及认知特点,课堂上我主要遵循了直观性、知识性相结合的教学原则,更多的关注情境与知识的连接点,促进学生已有知识与经验的迁移,主动进行新知的建构。由于《5的乘法口诀》是学习编写口诀的开端,其地位极为重要。因此我采用层层递进、步步深入的教学策略,逐步让学生经历并掌握口诀的形成过程,体现了知识的序列。先是利用编儿歌,引导学生发现规律;二是利用51与 15的乘法口诀,由老师编给学生看。三是编52与 25的乘法口诀,老师指导学生来编。四是放手学生自己编口诀。五是让学生观察口诀,发现乘法口诀的规律。在这样由扶到放的过程中,遵循低年级学生的认识规律:由具体到抽象,由感性到理性。此环节我还特别注重对学生进行学法指导,在关注结果的同时,更重视学生的学习方式及学习过程。体现了新课标中的理念,引导学生运用自己的智慧,独立思考,利用已知探究未知, 教师只在关键处启发,点拨,留给学生更充分的时间和空间,积极主动的参与到知识探究的全过程。这样学生在编乘法口诀的过程中,不但较好的理解了口诀的来源和意义,而且培养了学生的归纳概括能力和迁移类推的能力。

在记口诀环节,引导学生利用喜欢的方法来记忆。通过交流与提问,丰富记忆的方法,引导学生多角度理解口诀的含义,弄清楚乘法意义、算式、口诀三者之间的联系。根据学生掌握的情况适时有效的提问、比赛又使课堂锦上添花,更好地提升学生的数学素养。

此环节的设计也体现了新课标新理念动手实践、自主探究与合作交流是学生学习数学的重要方式。因为数学学习活动应当是一个生动活泼的、主动的和富有个性的过程。

(三) 趣味练习巩固新知

数学知识来源于生活又应用于生活。为了使学生的学习既掌握知识和技能又能创造性地运用,本节课将枯燥的练习都赋予了学生感兴趣的情境,注重了练习形式的多样性、练习内容的趣味性。 用猴子兄弟的烦恼,小猪的难题,身边的数学等学生喜闻乐见的形式吸引学生的练习热情,让学生在实际运用中理解口诀、记忆口诀。虽然都是5句口诀不断地重复,却让学生学而不厌,熟而不倦,让原本枯燥机械的练习变得鲜活灵动起来。这样的练习设计既能强化已学的知识,又可以培养应用的技能,更给了学生一个思维拓展的空间。

(四)回顾整理畅谈收获

结合课堂学习的过程,让学生整体回顾整理本节课所学知识,用自己的语言清晰的表达出来,理顺知识脉络。

(五)课堂检测检验效果

课堂检测是对学生过程性学习的一种综合评价。主要考察落实学生是否真正做到理解5的乘法口诀的意义,并熟练运用其解决问题。

总之,本节课的教学策略是以激发学生兴趣为主,尊重学生的已有的知识经验,找准学生的学习起点,通过竞赛、操作、游戏等方式引导学生自主探索,合作交流,亲身经历由未知到已知的学习过程,经历编口诀记口诀用口诀的学习过程,在反复实践中知其然而再知其所以然,同时渗透了数形结合、有序等数学思想方法。这样的教学设想目的是让不同的学生获得不同的感受,不同的人在数学上获得不同的发展。

小学二年级数学说课稿篇四

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小学二年级数学说课稿篇五

《确定位置》是国标本苏教版实验教材第三册第十单元的内容。这是“空间与图形”领域有关“图形与位置”的内容。主要教学描述物体相对位置的一些方法,本单元有三方面内容:一、确定位置;二、认识东南西北;三、认识平面图。本节课所说的是第一部分“确定位置”。主要教学用“第几排第几个,第几组第几个,第几层第几号”等方式描述物体的位置。这部分内容是学生在生活中经常接触到的,在一年级时也有了一些初步的感知,学生掌握这部分知识并不感到困难。本课主要是让学生把这些知识应用到生活中去解决一些实际的问题,让他们真切地感受到生活中有数学,数学是有用的。教材在安排这节课内容时首先呈现一幅活泼可爱的小动物做操图,标注出两只小动物的所在位置,这既是示范物体所在位置的描述方法,又明确观察的方位,为下面回答问题统一观察方位。接下来是让学生用所学知识描述自己的座位,说说小动物的房间号,在书架上找书,到电影院找座位等。这样的内容安排有利于激发学生学习数学的兴趣,能真正地让学生运用数学知识去解决实际问题。教材在安排这节课内容时,还很注重知识的拓展和学生的实践操作。这节课的学习不仅为本单元后两部分的学习作好铺垫,更为今后能更精确地确定和描述物体的相对位置打下坚实基础。

经对教材的分析和学情分析确定本课教学目标如下:

知识目标:使学生学会在具体情境中探索确定位置的方法。

能力目标:通过形式多样的确定位置的方式,让学生在探索知识的过程中发展空

间观念,并增强其运用所学知识解决实际问题的能力。

情感目标:感受确定位置的丰富现实背景,体会数学的价值,产生对数学的亲切感。

教学重点:寻找物体排列的规律,学会确定位置的方法。

教学难点:在现实情境中确定位置,运用所学知识解决实际问题。

教具:多媒体课件、座位票、几排或几组的标志牌,以及磁性黑板及贴片等。

1、苏教版小学数学二年级下册说课稿《确定位置》:帮助学生唤起已有的生活经验。学生在生活中经常要运用有关确定物体位置的知识,教师要尽可能唤起学生已有的知识经验,把这些知识和经验系统化、数学化,为本课教学服务。

2、结合例题进行典型示范。结合例题学习引导学生总结物体排列的规律,根据例题标注,进行典型引路,引领学生积极思考,自主探究。

3、充分组织好学生活动。教学时,要尽可能设计真实的情境,组织好学生的活动,让学生亲自实践,同时积累活动经验,培养合作学习的习惯和能力。

1、实践探索。本节内容与学生的生活实际非常贴近,这部分内容的掌握与巩固也是在学生的实际应用中体现出来的,实践性、应用性很强,因此要让学生面对真实的问题,动手实践、自主探索、尝试解决问题。

2、合作交流。本课虽以实践活动为主展开学习活动,也应为学生的合作交流提供足够的空间,先让学生亲自实践,再组织同学之间的合作、讨论与交流,进一步培养合作意识和合作能力。

本节课打算设计以下几个教学环节:

(一)初步体验,激发情趣。

(二)深入探究,体会领悟。

(三)联系生活,灵活运用。

(四)总结评价,交流收获。

第一环节:初步体验,激发情趣。打算事先放好标志牌(第几排)让学生排在教室两边,凭票重新找座位。

设计这样几步:

1、介绍第几排第几个。简要讲述,并指认几个座位进行提问。

2、学生凭票找座位。坐好后多提问如:谁介绍一下自己的位置?谁知道?×××坐在第几排第几个?请每个同学找到你最要好的朋友,看他坐在第几排第几个,想好了说给大家听。

3、导入并板书课题;

4、练习:

①师报第几排第几个,让这个位置上的学生起立。

②电脑出示例题中小动物们做操的图景。提问某动物的位置,请每个同学选两只自己最喜欢的小动物,告诉同桌它站在第几排第几个。引导学生关注例题标注,作为典型示范。

这样设计,从学生感兴趣且生活中经常遇到的

问题入手,激发了学生的好奇心,引发他们参与学习的欲望,同时也让他们初步感受到,要确定一个位置,首先要弄清确定位置的方法。当学生在解决问题的过程中学会用“第几排第几个”确定位置后,再把书上的例题作为练习让学生来完成,这样使学生把在现实的情境中掌握的方法用来解决生活中的数学问题,降低了学习的难度,学生会学得轻松而又扎实。

第二环节:深入探究,体会领悟。

打算安排这样几步:

1、介绍第几组第几个;

2、练习:每个学生在小组里说说自己的位置……(同上述第一大环节的提问差不多);

3、延伸:将位置用不同方式表述,即×××在第几排第几个或第几组第几个,并且提问:除了这两种说法,还能怎么说?小组讨论全班交流(如倒数第几排第几个,×××的后一排第几个,第几组倒数第几个等)。

这样设计,在上一环节的基础上进行学习已不是太难。每个学生在小组中换成“第几组第几个”介绍自己的位置,既能满足每个学生的表现欲望,也能有效地巩固这部分知识。提出“还能怎样说”这个很有数学思考价值的问题,调动学生已有的生活经验,把所学知识进行延伸与拓展。

第三个环节:联系生活,灵活运用。

设计这样几步进行练习:

1、“拜访好朋友”。从小动物们做完操回宿舍楼休息,过渡到做“想想做做”第1题,电脑出示左图景,让学生合作:

a、一生说动物名称,一生说住第几层第几号;

b、一生说第几层第几号,一生说动物名称。

2、“助人为乐”。设计并出示情景:小白兔迷路,帮忙送它回家……

3、“到图书馆借书”。做“想想做做”第1题的右图(电脑出示),找《新华词典》或其他书。

4、“帮朋友找座位”。(电脑出示情境)关于电影院位置的特殊安排宜组织学生进行讨论交流。提问:一次看电影,小华的票是3排7座,小红的票是3排8座,他们是坐在一起吗?

5、“你说我贴”做“想想做做”第3题。以小组合作共同做游戏的形式进行。按要求贴图片,如:在第×排第×个贴××。一个组上黑板贴,其他组贴在纸上展示,组内分工合作。

这样设计使课堂充满乐趣,让学生充分感受到生活中处处有数学,产生对数学的亲切感,同时也激发了学生的学习兴趣,活跃了课堂气氛,让每个学生充分感受到数学的用途,真正实现人人学有价值的数学。最后一道题以小组合作的形式进行,培养了学生合作的意识和能力。同时既让学生动口,又让学生动手,有动有静,有张有弛。

第四环节;总结评价,交流收获。

总结学习情况,评价小组合作情况等,让学生畅谈本课学习收获。

小学二年级数学说课稿篇六

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小学二年级数学说课稿篇八

各位老师:

大家好!

我是凌河区洛阳小学的参赛教师王微,我说课的内容是北师大版小学数学二年级上册第六单元“时、分、秒”中的起始课《我们赢了》。

本节课是在学生一年级初步认识了整时、半时的基础上进行教学的。也是三年级进一步学习年、月、日的基础。《新课程标准》要求:学生能结合自己的生活经验认识钟表,还要求数学教学要紧密联系学生的生活实际。所以本节课的教学设计处处结合了学生的生活实际,从学生的生活经验和已有的知识出发。进一步认识钟面掌握看钟表的方法,认识时间单位时和分,知道它们之间的进率,初步建立起时间观念。

基于以上的分析我确定本节课的教学目标为:结合生活实际进一步认识钟面,认识时、分。会正确的认、读、写钟面上的时间。理解1时=60分。培养学生的观察、合作、研讨、交流的能力。让学生在动手拨表的过程中,发现钟表的运作规律,体会学习数学的乐趣。在课程中让学生体会数学与生活的紧密结合,教育学生珍惜时间。

时间单位不像长度、质量单位那样容易用具体的`物体表现出来,它是一个“看不见、摸不着”非常抽象的概念,二年级的学生对此比较模糊,不容易理解,很难建立起量化的时间概念。因此本节课的教学难点是理解1时=60分,建立1时和1分的时间观念。在教学中为了突出重点,突破难点我借助现代化的教学手段精心设计了flash课件,利用它的形象直观这一特点来辅助学生更好的理解有关时间的知识,

下面,我就来说一说本节课的教学过程和设计意图:教材以北京申奥成功这一情境导入新课,在设计教学过程时考虑到这一情境离学生的学习需要比较远,学生对于这一情境也比较陌生。为了让学生在活动中体验数学知识,做到“在玩中学,在学中练”,我设计了用玩自制的圆盘跳格棋这一游戏导入新课。这样更能激发学生的学习兴趣。学生玩得兴致盎然,在不知不觉中把我们平时需要反复强调的内容内化为自己的知识,在教学中我充分利用现代化教学手段和自制的教具。通过玩跳格棋认识了大格、小格。知道了棋盘中有多少个大格、多少个小格、每个大格里有多少个小格。整个过程是这样的:(播放教学片段)正是由于组织了这样的一个游戏,学生在玩棋中经历了时针与分针的行走过程,因此对钟面上大格与小格的关系体会十分深刻,在学习关于钟面的知识的时候,学生已经会把刚刚体会到的知识迁移过来,收到了很好的教学效果。在玩这个游戏的过程中学生每次走棋的提示均是有一定目的的。在实际教学时如果采用投骰子则无法控制每次走棋的提示,只能通过课件的预先设计才能实现。游戏结束后利用棋盘和钟面的相似点,用课件演示出由棋盘转化来的钟面引导学生观察,上面还缺少什么?根据学生的汇报利用课件依次出示钟面上的数字、时针、分针。

时与分的关系的教学是本节课的教学重、难点。为了突破这一教学重、难点,在这里我设计采用直观教学法,利用课件呈现动态过程。充分发挥信息技术手段在呈现教学内容上形象直观的优势,利用flash课件演示1时=60分,化静为动、化抽象为直观,帮助学生建立表象,获得感性认识。整个过程是这样的:(播放教学片段)由于flash动画直观形象的将分针和时针行走的轨迹显示出来,更便于学生观察出时针与分针的走动过程,帮助学生理解记忆,使本节课的教学难点得以突破。学生在观察、思考、讨论中亲历知识的形成过程,充分发挥其主体性,成为知识的发现者。

在教学“准确认、读、写钟面上的时间”这一环节时,将多媒体课件的演示与真实的钟表结合使用,学生通过“看一看”、“认一认”、“读一读”、“写一写”、“拨一拨”等操作活动突破了教学难点。

本节课,在“数学来源于生活”原则的指导下,结合现代化的教学手段,让学生多操作、多活动,将学习的自主权充分放手给学生,学生在一系列的活动中积极思考、大胆操作,争先恐后地展现自己,既锻炼了学生的动手、动口能力,又培养了他们勇于创新的精神,并从中体会到探索的价值。使知识教育与计算机技术得到了完美的结合,真正让学生在丰富的数学实践中获得厚实的感性经验。实现了“把抽象的数学知识建立在形象的感知之上,把静态的数学结论建立在动态的体验、感悟和思考之上。完成了由知识到能力的升华。

小学二年级数学说课稿篇九

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小学二年级数学说课稿篇十

我说课的题目是 《认识线段》。

《认识线段》是苏教版二年级数学上册第六单元第一课时内容。此前,学生已经学习了比较物体长短,在生活中也经常接触到此类的内容,有较丰富的生活经验,这些都为这节课的学习作了很好的铺垫。但二年级学生年龄小,还不能用完整的语言表达出事物的本质特征,他们的理解往往是表面的,零碎的,要使他们对线段的概念提升到一个概括的、抽象的认识,有一定难度。同时他们喜欢动手,有极强的好奇心和求知欲,这些又是学习的有利因素。

依据新课标,结合教材内容和学生年龄特点,制定以下教学目标:

1、要求学生认识线段,会用自己的语言描述线段的特征,会数线段,能用直尺画出不定长的线段。

2、使学生经历观察、操作的过程,培养学生初步的观察能力、操作实践能力,发展学生的空间观念。

3、通过观察、操作、讨论等学习活动,激发学生学习兴趣,培养学生的合作意识。

教学重点:认识线段的特征,学会画线段。

教学难点:画线段、数线段。

教具准备:课件、棉线、长方形纸片,直尺

学具准备:棉线、长方形纸片、直尺

课堂教学主要采取直观演示法和操作实践法,配合引导发现、讲练结合等其它教学方法进行教学。教学中注重指导学生如何观察操作,指导学生在自主探究的基础上进行合作交流。

结合以上分析,和本节课的内容特点,我设计的教学流程分为六个部分:

流程一、曲直对比,情境导入:(2分钟)

课件出示情境图:小明家和学校两点之间很多条路,只有中间一条路是直的,用红色的线段表示;其它路线都是曲线。

启发学生思考:小明从学校回家,走那条路最近?为什么?

这一环节充分地利用了学生已有的生活经验,引导学生发现,这条路因为直,所以近。使学生直的概念有了更清晰地认识。同时,在情境中渗透,两点之间线段最短这一知识点,为后续学习打下基础。

流程二:反复体验,认识线段(8分钟)

这个流程分三个层次教学。

首先是直观感知:请学生把桌上的棉线拉直,观察棉线的形状。

第二层次,通过讲解和变式练习,使学生对线段的认识由直观形象到抽象概括。

先讲解:像刚才的那条路,和我们两手之间的这样直直的一段线就是线段。手捏住的棉线的两头,在数学上叫做线段的端点。

在讲解的基础上,引导学生观察、发现:线段有几个端点?你认为线段的特征主要有哪些?线段的端点是怎样表示的?

改变棉线的方向和形状:这样是线段吗?为什么?

通过变式训练,强化学生对线段的认识,帮助学生进一步把握线段的本质特征。

第三个层次:回归具体,找线段。

请学生在身边找一找有哪些线段?摸一摸线段的特征,和同桌说一说线段在哪儿,端点在哪儿?

这一环节的教学中,通过曲直对比和变曲为直,使学生经历从直观到抽象的过程,通过感知实物,再由抽象回到具体,学生通过不断的感知、体验、实践和交流反思,从而对线段形成清晰的理性认识。

这个环节的最后,我设计了一个辨认线段的练习,检测学生的学习效果。课件出示练习:下面哪些是线段?为什么?

这个环节的最后,我设计了一个辨认线段的练习,检测学生的学习效果。课件出示练习:下面哪些是线段?为什么?(图略)

流程三:动手折纸,深化认识:(6分钟)

首先,出示长方形纸片,激励学生:你能折出一条线段吗?

启发学生思考,有多少种不同的折法?

让学生先独立动手折一折,再小组合作交流不同的折法,最后展示各小组不同的折法,比比那个组的折法多。

在这一环节的教学中,通过比较不同折痕,引导学生认识到线段有长有短;通过小组比赛,激发学生的学习热情;通过小组合作交流,使学生认识到折出的线段有很多条,适当渗透无限的概念。

流程四:自主探究,学画线段。(10分钟)

画线段是本节课的一个难点,分三步教学:

第一步,先让学生运用刚刚获得的对线段的认识,尝试画线段。

在此基础上,给出两个方面的议题,学生分小组讨论:

第一个议题:你是用什么工具画的?为什么?通常用什么工具画线段最多?

第二个议题:你是怎么画的,画线段需要注意什么?

分小组汇报讨论结果,在此基础上教师展示学生画线段可能出现的错误:缺少端点,线段不直。针对错误进行评讲。

这里的难点是,二年级的孩子,双手协调能力还不太强,常常因为左手尺子没压紧,右手握笔用力太大,导致尺子移动,线段不直。通过学生讨论和教师引导,帮助学生掌握正确的画图方法。

第二步,总结画法。针对孩子画图的难点,我自编了一首儿歌:左手压尺用点力,右手握笔轻轻移,画上端点别忘记。

第三步,教师示范,学生模仿,再画线段,进一步体验线段的画法。

流程五:练习巩固,深化拓展(10分钟)

考虑到学生个体差异,我设计了两个层次的练习:基本练习和拓展练习。

(一)基本练习:

第一题:连一连

先后出示两个点,三个点,问:你能画出几条线段?

第二题:数一数

课件出示:下面的图形分别由几条线段围成?(图略)

基础练习要求学生独立完成,统计错误人数和错误原因,并集体订正。

(二)拓展练习:

出示四个不在同一条直线上的点,问:每两点画一条线段,可以画几条呢?

学生先在书上独立试画,再展示做好的作业,学生互评。在学生互评的基础上,教师再进行讲评。

教师主要讲解两种画线段的方法,在讲解中配合课件演示,帮助学生更好的理解:

第一种画法,分类画线段:先顺次连接四点围成四边形,再完成四边形里面的线段。

第二种画法,先画出过一个点的所有三条线段,再画出过第二个点两条线段,再画出最后一条线段。向学生渗透有序思想,为高年级进一步学习排列组合的知识做好铺垫。

流程六:全课小结(4分钟)

1、这节课我们学习了什么?

2、对今天的学习还有什么疑问吗?

3、自我评价:这节课学得怎样,用什么方法学习,印象最深的内容是什么?

本节课,通过比较去学校的路的长短,紧密联系生活实际,充分利用学生的已有经验,在生动的情境中,使学生初步感知线段表象,和“直”这一本质特征。通过找一找,折一折,画一画,让学生以动手操作和自主探究的方式,经历认识线段的过程,培养了学生观察能力,实践能力和概括能力。学生通过自主探究和小组合作,顺利掌握线段的画法和数法,获得了成功的体验,感受到学习的乐趣,增强了与同伴合作的意识。

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