《搭一搭》教学反思.docVIP

《搭一搭》教学反思 《搭一搭》教学反思 在教学过程中，我借助学生熟悉的搭图形场景开始，组织学生用小棒动手搭一搭熟悉的正方形。13根小棒可以搭几个正方形？还剩几根？让学生从实践活动中先感知有余数的除法。结合操作活动进那行交流，思考余数“1”表示什么意义。然后壕认识横式，思考余数“1”如何在算式中表示桁出来。从而引出有余数除法的横式。结合每一泸步的操作，说说横式中每个数在操作中各表示螫什么，特别是余数“1”是哪根小棒，为什么蠼会剩下。在理解的基础上填写单位。让学生发良现13÷4=3（个）……1（根）商的3表骊示可以搭3个正方形，余数的1表示还剩下1脉根。从而明确“31”后面的单位应该是“根”。其次，小再通过用14、15、16……20根小棒搭谭一搭，画一画、填一填的活动一起来探索、发哼现余数与除数之间的关系。让学生通过操作活我动发现14根小棒可以搭3个正方形，还剩2欷根；15根小棒可以搭3个正方形，还剩3根填；16根小棒正好可以搭4个正方形；……1缶9根小棒可以搭4个正方形，还剩3根，如果名再添1根，就可以再搭一个正方形……每次余诳下的根数都比4根少……根据观察发现：随着徙总根数的依次增加，余数循环出现：1、2、3、0、1、2、3、0，余数都比4小。为麓什么余4小呢？学生通过操作，结合撺算式发现：如果剩余大于或等于4根，就还可戟以接着搭正方形。那余数都比4小呢？还是余镯数都比除数小呢？引导学生尝试自己确定一个齐数，画一画三角形和五边形，并写出算式。通┢过观察，学生发现：余数不是都比4小，而是扩比除数小。 4小，而是余数都比除数小，进而有效地学习有余数的除法。学生在这种轻松自由的氛围中快乐自觉地学习新知，增强了学生学胩习数学、应用数学的信心，培养了学生实践操芘作及发现问题的能力，提高了学生学习数学的斤兴趣。 create a good atmosphere for education, and to promote the all-round development of students, to establish a scientific moral education full of vigor the For long-term mechanism.Two, the goal of moral education:To guide the students to form the correct world outlook, outlook on life, values, to cultivate students unity and mutual assistance, honest and trustworthy, law-abiding, good quality, hard work, set a good XX students ideological quality, psychological quality and image quality. The formation of excellent moral education curriculum system and management system, the construction of school. The society, family moral education network, to achieve full member education, environment education, education service people, educating people. Traditional moral education initiativesThree, the routine work of moral education:Daily moral education:1, the daily morning exercises or class-break setting-up exercise and discipline inspection and appraisal of public signs;2, daily cleaning and inspection;3, the daily student school appearance, dress, wearing school card check;4, the daily duty guide to the leadership class discipline three rounds.Weekly moral education work:L, the flag raising ceremony and the national flag speec