City area：***

Case type

Multi-technology integration environment □smart education environment

Case name

Mathematics Wide angle-Matching

Subject

mathematics

Use teaching materials

People's Education Edition Mathematics Second Grade Volume 1

Department to which you belong

primary school

Teaching time

40 minutes

Teacher

***

Title

***

Position

***

Introduction to the teacher

****

Introduction to class cases

Case name: Mathematics wide angle-matching.

Object of teaching: Second-year students.

Teaching environment: Multi-technology fusion environment.

Teaching design concept: The design of the teaching process of this course is also based on the concept of the new curriculum reform. Students are the main body of learning, teachers are the guides of students' learning and the accelerators of development, and teaching focuses on conclusions and processes.

Teaching strategy: This lesson adopts a cooperative learning and teaching strategy. First of all, by creating a situation to pave the way for group cooperative exploration, teachers help students understand teaching goals by guiding students to understand problems, collecting mathematical information, and reading through evaluation gauges, and then organize students to carry out three group activities through the task-driven method, so that students and their companions can work together in hands-on, brain-using, and mouth-moving. There are levels andBuild new knowledge of collocation gradient by gradient.

Teaching effect and promotion and application: In a multi-technology integration environment, it enriches the fun of the classroom, and makes the interaction between teachers and students and the feedback in the classroom more efficient. Good results have been achieved. It is worth promoting in school-based practice.

Analysis of teaching materials and teaching content

“Mathematics wide-angle" is the unique content of the people's Education textbook. Its intention is to systematically and step by step present some important mathematical thinking methods through the simplest examples that students can understand and common in daily life, and penetrate students with the help of intuitive means such as some operations.

Analysis of teaching objects

Students in the second grade have a certain mathematical knowledge structure, can find problems in specific situations, discover the laws of mathematics through operations, observations, and guesses, establish the connection between old and new knowledge, and construct a new knowledge structure. Students are familiar with the simplest arrangement problems they often encounter in life, and have experienced the matching of clothing, food and other events, but they don't quite understand the truth behind it. Students have a strong interest in mathematics learning and are curious about mathematical problems in collocation. The level of cognitive development of students in the second grade happens to be between the pre-arithmetic stage and the specific arithmetic stage. Abstract thinking has just developed. Their way of thinking is mainly figurative thinking, and they need to use specific things for calculations. The conservation and reversibility of thinking are poor, and they cannot actively think in an orderly manner. Students have sufficient learning tools and speaking opportunities in this class, and can play the role of the protagonist of the class.

The analysis method of the teaching object of this lesson is a questionnaire survey method, using a diagnostic questionnaire of student myths based on matching questions as a tool.

Analysis of teaching goals

Knowledge and skills: Through operations, observations, guesses and other activities, understand the basic ideas and basic methods for discovering the number of permutations of the simplest things

Problem solving: Experience the process of cooperation and communication with others, and cultivate the ability to analyze and solve problems

Emotional attitude: Feel the connection between mathematics and life and increase interest in learning mathematics

Mathematical thinking: Cultivate the awareness of thinking about problems in an orderly and comprehensive manner, and initially experience the ideological methods of arrangement and combination

Analysis and solutions of important teaching difficulties

Teaching focus: Master the arrangement method, and be able to solve simple practical problems.

Teaching difficulties: Master the ideological method of thinking about problems in an orderly and comprehensive manner.

Main teaching strategies

Inquiry-based teaching method

Technical tools, platforms, resources

PPT courseware, Xiwo whiteboard, Xiwo teaching assistant, picture material, etc.

Teaching design ideas for technical support

During the class import process, I showed the clothes and pants searched in Baidu pictures, allowing students to match them and import topics. During the class teaching process, I set the password to encrypt the compressed file to let the students find the problem. When the students are conducting activities, I broadcast live through the Sivo teaching assistant and show the students' works. Immediately afterwards, I guided students to conduct classroom evaluations by digitizing the evaluation scale and displaying it in a PPT. Finally, I used the camera function of the Xiwo whiteboard to allow all students to apply knowledge to solve practical problems together, and provided online disk resources for students to review after class.

Teaching activity design

In the teaching session, teacher activities, student activity techniques, resources (including platforms and tools) are designed with the intention of creating situations, and pictures of clothes and pants are displayed on the screen to stimulate interest, and scenes of matching costumes are created for weekend play, and students are guided to match them, and the topic “Mathematics wide angle-matching” is introduced. Choose your favorite clothes and pants to match into a set. PPT and Xiwo whiteboards use the pictures in the PPT to create life situations, so that students can understand the meaning of the word “matching” in the process of matching clothing, and pave the way for today's learning. Cooperative exploration. Construct a new knowledge and set up a “matching teacher level examination” to explain the use of evaluation gauges. Open the ”Examiner" video to display the password requirements set in advance. Show some prompts for password settings on the screen to guide students to talk about math information. Guide students to carry out number pendulum activities and explore the arrangement of three different numbers to form a two-digit number. Live broadcast the student's activity process, take pictures and upload the student's study list. Explain and summarize the three methods of orderly thinking. Learn to use evaluation gauges. Activities were carried out in the form of a group of 3 people. Through the steps of swinging, writing, and counting, three different numbers were found to form a two-digit arrangement. Send representatives to explain different collocation methods and learn three different methods of orderly thinking-"Fixed ten-position method”, ”Fixed position method“, and ”exchange position method". PPT and Xiwo whiteboard present evaluation gauges through PPT at the beginning of the course, so that students can understand the learning goals of this course and the good performance of the learning process. Problem scenarios are created through the password of the video supported by the compressed file, which arouses students' interest in exploring the password and arouses students' thinking. The video is made using fast editing. Practice consolidation and deepen understanding to guide students to try the password in an orderly manner with the two digits they have explored, and unlock the video with “23”. The video gives a new task；Help “examiner" Xiaofan and Xiaobai match red, yellow and blue hair bands of different colors. Guide students to group activities: paste color blocks. Live broadcast students' learning activities, take pictures and upload students' study sheets. Guide students to show the matching plan through the mobile headband, consolidate the three methods of orderly thinking, and emphasize that only by using certain methods to think in an orderly manner can they achieve non-repetition and non-omission. In the form of a group of 3 people, the activities of sticking color blocks are carried out, and the plan for Xiaofan and Xiaobai to match the hairband is given. Some of the well-completed groups took the stage to show the mobile headband, and the whole class discussed the methods used by each group. PPT, Xiwo whiteboard,; picture material, etc. The design of this link first allows students to feel and think in an orderly manner by trying the password, and then attracts students' attention through the unlocked small video, and transitions to the second activity: matching hair bands. Let students consolidate the new knowledge and new methods learned during the exploration of new knowledge in the scene of helping the two dolls match their hair bands. Summarize the homework, review and expand to guide students to review the previous two activities, conduct self-evaluation and group mutual evaluation. Guide students to apply new knowledge by taking group photos. Guide students to review and summarize what they have learned in this lesson, and provide QR codes to help students obtain micro-class resources for learning after class. Assignment: Choose two of the three items and give them to your parents separately. Fill in the evaluation gauge. Complete the group photo of three people, two in the front and one in the back of the matching plan, and take a group photo according to the matching plan. Review and summarize the knowledge points of this lesson. Read and record homework. PPT, Xiwo whiteboard,; picture material, etc. This link uses evaluation gauges to realize student self-evaluation, group mutual evaluation and teacher evaluation, to help teachers more accurately and comprehensively understand students' learning situation.

Board book design：

Match

Do not repeat, do not miss

Fixed ten-point method

Fixed position method

Exchange position method

Teaching evaluation

Choose "Multi-technology fusion environment”：

(1) The gauges used in the classroom teaching of this example are as follows：

Primary matching teacher, intermediate matching teacher, senior matching teacher, personal evaluation, classmates evaluation, teachers evaluation, learning attitude, lower enthusiasm to participate in learning activities, better learning attitude, able to try to cooperate with peers, sometimes express their own opinions, actively participate in learning, good at cooperating with peers, dare to express their own opinions. It is difficult to make a reasonable matching of learning ability to be able to match. It is found that some matching schemes can be reasonably matched according to the matching method, and the matching scheme can be proposed. The learning effect of the matching method is not yet firmly mastered, and sometimes it is not repeated or missed. It is difficult to use the matching method to complete the matching task and basically master the matching method.Most of the time, do not repeat, do not miss, can complete the matching task with the help of teachers and companions, master the matching method, do not miss, do not repeat, can use the matching method to complete the matching task independently

(2) The technical tools used to collect students' learning process data in real time and comprehensively are Xiwo whiteboard and Xiwo teaching assistant. Through this tool, students' learning and inquiry process and results are broadcast live, providing an efficient way for classroom interaction.

(3) Give the data of the classroom teaching evaluation results of this course example (it is recommended to use graphics, images and other visual forms to present).

Classroom teaching Record

Please provide a complete transcript of the classroom teaching of this course, and request：

1. The format is.MP4 file, the duration does not exceed 40 minutes；

2. You can make a title with a duration of no more than 10 seconds, including the name of the class, the teacher in charge, the teaching period, the use of teaching materials, the school and other basic information.；

3. The video is clear (high-definition), and the corresponding text can be marked in the classroom record according to the various teaching links designed in the “Teaching activity Design”.

(Note: Atypical class cases do not need to provide actual classroom teaching records)

Teaching reflection

This course takes the concept of educational informatization as the teaching design concept, and integrates multiple technologies into classroom teaching to show the teaching process in a multi-technology integration environment.

In the process of teaching practice, the introduction, new teaching, practice, summary, application, and homework of this course all have information elements. First of all, the import part uses pictures to show clothing collocation; secondly, the new knowledge teaching part uses compressed file passwords to create scenarios; third, the practice part uses the real-time modification function of the Xiwo whiteboard to realize the interesting link of students dragging the picture display plan; fourth, the summary part provides Baidu net disk resources to pay attention to student courses.Review later; fifth, the application part uses the camera function of the Xiwo whiteboard to realize real-time photo uploading and display; finally, the homework is also arranged through PPT. In addition, the process data of students' learning in this lesson is collected and fed back through the Xiwo teaching assistant. If a student's e-book package or whiteboard is added to the teaching practice process, all aspects of this lesson can be displayed and fed back instantly, especially the evaluation gauge can be further informalized and play a better role. In the summary section, if you add a more intuitive animation to summarize, better results may be achieved.

This course takes situation creation, question-setting guidance, and intuitive teaching as the main teaching methods, and group cooperation and independent inquiry as the main learning methods, reflecting the main status of students.

According to the data of the teacher's classroom observation and evaluation gauge, the teaching effect of this lesson is good. Most students can master the method of collocation, choose the number of permutations of 3 and 2 without repetition or omission, and basically learn to think in an orderly manner. After class, teachers also need to continue to pay attention to the guidance of backward students, and help students review in time through the Ebbinghaus curve.

During the preparation and implementation of this course, PPT, Xiwo teaching assistants, pictures and other technical tools are used to present teaching examples in a multi-technology integration environment.

In terms of teaching innovation, this lesson uses student tablet tools to carry out interactive teaching activities, and some aspects need to be continuously improved.