浅析小学数学教学设计策略中英文对照

/ / /浅析小学数学教学设计策略中英文对照Analysis of primary school mathematics teaching design strategies【论文关键词】了解学生教学设计教学过程教学目标课堂教学教师 Key words to understand students teaching design teaching process the teaching goal teaching teachers【论文摘要】古代行军讲究粮草先行，意思是要做好充足的准备。教师上课前也要做好充份的准备。教学设计就是教师依据数学学科和学生的特点，认真钻研教材，分析教学任务和教学对象，从而对教材进行再组织，设计教学方案的过程。下面就新课程下的数学教学设计来谈谈自己的一些想法。 Abstract Ancient marching about food first, meant to be ready. Teachers before class also need to be fully prepared. The teaching design is the basis of mathematics teachers and students characteristics, seriously study materials, analysis of teaching task and teaching object, thereby to carry on to the teaching material to organize, design process. The new curriculum of mathematics teaching design to talk about some of their own ideas.一、深入了解学生，找准教学起点A thorough understanding of the student, the teaching point, find要想学生通过40分钟的学习有所提高，首先就要了解学生的认知发展水平和已有的知识经验基础，也就是确定教学起点。教学起点就是学生在学习新的知识之前已具有的相关知识和技能以及有关学习的认知水平与态度。它是影响学生学习新知识的重要因素。教师要想从学生的实际出发来设计教学过程，首先就要了解教学的真正起点。To students through 40 minutes of learning improves, we must first understand the students level of cognitive development and the existing knowledge experience foundation, also is to determine the teaching point. Teaching is a starting point for students to learn new knowledge before has been related to knowledge and skills as well as relevant learning cognition and attitude. It is an important factor for students to learn new knowledge. If the teacher is to proceed from the actual situation of students to design the teaching process, we must first understand the real beginning of teaching.二、客观分析教材，优化教学内容Two, objective analysis of teaching material, teaching content教材是实现教学计划的重要载体， 也是教师进行课堂教学的主要依据。要真正地用好教材，教师可以从以下几方面来思考：Teaching material is the important carrier of implementing teaching plan, but also teachers classroom teaching based on. Really want to make good use of teaching materials, teachers from the following aspects to consider:（1）为实现教学目标，教材提供的内容是否都有用，哪些需要补充，哪些可以删除或改变。( 1) to achieve the teaching goal, teaching material content provided are useful, which need to be added, which can be removed or altered.（2）教材提供的教学顺序是否需要重新组合。( 2) textbook teaching order need to mix.（3）本节课的教学重点、难点是什么。只有解决了以上几个问题，才能使教学内容更易于教师教学，学生更易于自主探索。( 3) the teaching of the class key, what is difficult. The only solution to the above problems, to make teaching content more easily teachers teaching, the students easily independent exploration.在教学三年级上册秒的认识一课中，教材提供的是春节联欢晚会倒计时的一个场景来导入新课，从而感悟1秒钟的时间很短来揭示课题的。但是这场景时问过去较长了，对学生而言感受不大。于是我结合了刚刚前几天学校组织观看过的神舟六号发射前的倒计时来进行导入，不仅使学生感受了1秒很短，更让学生了解祖国航空事业的发展，感受数学就在我们身边。在设计教学时，又插入刘翔在雅典奥运会上的成绩，明白1秒甚至比1秒更短的时间往往起着决定性的作用。通过学生课前收集时问格式，课堂交流，对学生进行了珍惜时间的教育。这样安排，使学生接受教学内容更丰富，史富有时代特色。In the third grade first volume teaching s understanding of lesson, teaching material is provided by the Spring Festival Gala countdown of a scene to import new lesson, thereby sentiment 1 seconds for a short time to reveal the subject. But the scene asked last longer, for students to feel small. So I combined just days before the school organization to watch over the Shenzhou six launch before the countdown to import, not only to make students feel the second short, let students understand the motherland aviation industry development, feel mathematics is on our side. On the teaching of design, and the insertion of Liu Xiang at the Athens Olympic Games success, see second than even a second shorter time often plays a decisive role. The students before the class collection time format, classroom communication, undertook to the student the education value of time. This arrangement makes the students accept education, enrich the content, history of the rich characteristics of the times.三、制定明确目标，贯穿各个细节Three, to establish clear goals, through various details教学目标足教学的出发点，也是教学的归宿，它是教学设计中必须考虑的要素。数学教学的目标一定要着眼于学生可持续发展能力的培养，要在认真分析学生的起点，全面了解课程标准对学段的目标， 以及客观分析教材的基础上，制定具体、可行的教学目标。规定学生在一节课结束后掌握哪些知识与技能，使哪些情感与态度得到发展。The teaching goal of foot teaching starting point, also is the teaching goal, it is a teaching which should be considered in the design elements. The teaching objective of mathematics must focus on the students sustainable development ability, in a careful analysis of the starting point for students, fully understand the curriculum standards of science section of the target, and objective analysis on the basis of materials, specific, feasible teaching target. Students in one class over which knowledge and skills, which emotion and attitude development.在设计秒的认识时，要求学生：能认识时间单位秒”，知道1分种=60秒，体会1秒，了解1秒的价值；能在开放的活动中发挥自己的观察力和想像力，通过看一看、说 一说、算一算等，逐步培养初步的数学思维能力；初步建立1分1秒的时间观念，体验数学与生活的联系，渗透爱惜时问的教育，教育学生珍惜分分秒秒。In the design of second understanding , require students to:can know the time units s , know 1 minutes =60 seconds seconds, experience, understand a second value;in open play activities in their own observation and imagination, we can see, say, calculate, gradually primary culture of mathematics thinking ability; the initial establishment of 1 minute 1 second time concept, experience mathematics with life, cherish the time infiltration education, education students to cherish every minute.四、活跃教学活动，增浓学习氛围Four, active teaching activities, thickening the learning atmosphere当教学目标确立后，教师就需要考虑如何来达到目标，有效的学习活动理所当然成了达到目标的最好途径。课程标准指出，有效的数学学习活动不能单纯地依赖模仿与记忆，动手实践、自主探索、合作交流是学生学习数学的重要方式。小组合作学习更是作为教师组织学生学习的首选形式。When teaching goals established, teachers need to consider how to achieve the goal of effective learning activities, behoove becomes the best way to reach the goal. Curriculum standard pointed out, effective mathematics learning activities cannot simply rely on imitation and memory, hands-on practice, own exploration, cooperative learning are important way. Group cooperative learning is as the preferred form of teacher learning.在秒的认识一课中，设计教学时，我在关键的地方组织了学生的小组合作学习。第一处，在了解学生对秒的知识掌握的情况中要求学生把自己知道的知识和小组内的 学交流，选出认为最有价值的知识向全班同学交流。第二处，在学生明白秒针走l小格是1秒，走1人格是5秒后，让小组内的学牛轮流出题，从而引导学生会求经过时间，认识秒针走1圈是60秒等知识，学生在问题情境中自已创设问题，合作解决问题，突破教学的一个重点：时间单位的换算。In the second understanding lesson, teaching design, I in the key place to organize students cooperative learning group. First, the student in understanding the second knowledge grasps the situation requires students to know that oneself knowledge and in the group of science communication, choose the most valuable knowledge to the whole class AC. In second, the students understand the second hand to walk l small lattice is a second, go 1 personality is 5 seconds, allowing team learning cattle turns out, thus guiding the students will ask the elapsed time, know the second hand walk 1 circle is 60 seconds and other knowledge, students in the situation of their own to create problem, collaborative problem solving, breakthrough a major focus of teaching: a time unit conversion.五、研究教学过程，探索教学顺序Five, research on teaching process, teaching order教师的教学按照什么样的步骤进行，这是教学设计时必须要完成的任务。合理地安排教学顺序，有助于学生系统地进行学习，从一个知识层向另一个知识层提升。在设计教学过程时，通过听秒针走动的声音和观察钟面，先了解学生对学习新知识的准备，再观看神舟六号的发射来感受秒、交流秒的知识，这样的安排， 使学生知道自己对旧知识的掌握和对新知识的了解，可以帮助学生有序地接受新知识，进一步探索自己的未知空间。Teachers teaching according to what kind of steps, the teaching must be designed to complete the task. Reasonable arrange the teaching order, helps students to systematically study, from a knowledge layer to another layer of knowledge promotion. In the design of teaching process, by listening to the second moving voice and observation of dials, first understand the students to learn the new knowledge to prepare, then watch the Shenzhou six launch to feel the seconds, AC s knowledge, this arrangement, make the students know the old knowledge and the new knowledge, can help students in order to accept new knowledge, to further explore their unknown space.六、精心设计练习，拓宽探究空间Six, carefully designed exercises, expand the exploration of space练习足数学教学的一个重要环节，是巩同新知。形成技能技巧，培养良好的思维品质，发展学生智力的重要途径。数学练习必须精心设计与安排，因为学牛在做经过精心安排的练习时，不仅在积极地掌握数学知以，而且能获得进行创造性思维的能力。要充分发挥数学练习的功能，设计练习时除了应由浅入深、难易适当、逐步提高、突出重点 关键、注意题型搭配外，还应强化习题的趣味性和开放性。因为灵活多样、新颖、有趣的练习，能使学生克服厌倦心理，保持强烈的学爿兴趣，促进学生的有效思维。而开放性的练习能给不同层次的学生提供更多参与的机会、成功的机会，能促进学生创新意识及创新能力的发展。Practice for mathematics teaching an important part, is gong with new knowledge. Formation of skills, cultivating good thinking quality, intellectual development of students is the important way of. Mathematics practice must be carefully designed and arranged, because the school is cattle do carefully arranged practice, not only in the active command of mathematics knowledge, but also can obtain the ability of creative thinking. To give full play to the function of mathematical practice, design practice not only from shallow to deep, difficult and easy, and gradually improve, highlighting the appropriate key, pay attention to questions with, also should strengthen the exercise interest and openness. Because of flexible and diverse, novel, interesting exercises, enabling students to overcome weariness, maintain a strong interest in learning valves, promote students effective thinking. But the open practice for students of different levels to provide more opportunities for participation, the chance of success, can promote the students innovation consciousness and innovation ability development.七、估计教学过程，预计意外事件Seven, estimation of teaching process, expect the unexpected events课堂教学是一个师生之间、生生之间的动态过程，而每个学生都有自己的知识、情感、态度，因此，课堂上随时有可能发牛“意外事件”。作为教师不能简单地把上课看作是执行教案的过程， 而应该在把握教学目标的前提下，对每个环节设计多个具体方案，以便应付教学过程中的各种各样的意外事件。在设计从“1秒”、“几秒”到“1分钟：60秒”这一环节时，学生出题的可能性有：从整点到整点的情况（例：秒针从3走到5）。从整点到不是整点的情况（例：秒针从3到7多2小格，从2多l小格到5）。从不足整点到另外一个不是整点的情况（例：2多l小格到8多2小格）。跨过l2点的的情况（例：从8到2）。秒针走一圈的的情况（1N：12到l2，2到2）。分针圈至几圈等情况。只有充分估计学生的各种情况，才能在教学中对任何意外状况应付自如。Classroom teaching is the one between the teachers and students, between students and dynamic process, and each student has his own knowledge, emotions, attitudes, therefore, the classroom may at any time to send a cow accident . As teachers cannot simply take class as the process of implementation of lesson plans, and should grasp the teaching goal under the premise, for each link to design more specific plan, in order to deal with the teaching process of all kinds of accidents. In design from the second , seconds to 1 minutes 60 seconds: this link, the students give possibilities are: from the whole to the whole point of the situation (for example: the second hand from 3 to 5.). From the whole point to is not the whole point of the situation (for example: the second hand from 3 to more than 7 2 compartments, from m