2022年100以内的加法和减法---进位加说课稿 .pdf

学习必备欢迎下载100 以内的进位加法说课稿柴君会今天我说课的内容是苏教版义务教育课程标准实验教材数学一年级下册两位数加两位数进位加法。我将从说教材、说学情、说教学过程三个方面来进行详细阐述。一、说教材。两位数加两位数进位加法是在学生会口算两位数加、减一位数和整十数以及会笔算两位数加两位数不进位加法的基础上教学的，本节课在例题的选取上，力争取材于现实，来源于生活，贴近学生生活实际。这一课主要解决两个问题：一是个位上的数相加满十如何向十位进位的问题；二是笔算两位数加法计算方法的总结。这部分知识的学习，可以扩大学生用数学知识解决实际问题的范围，同时为进一步学习多位数的计算打下坚实的基础。教学目标：依据新课程标准和上述教材分析，考虑到学生已有的认知水平和生活经验，我确定了以下教学目标：1.让学生经历探索两位数加两位数进位加法计算方法的过程，理解并掌握进位加法中“满十进一”的方法，能正确地笔算两位数加两位数的进位加法。2、在学习过程中培养学生的动手操作能力、合作交流能力、知识迁移的能力。3、体验在具体情境中解决问题的过程，让学生感受到数学与生活的密切联系，教学重点理解进位加法中“满十进一”的算理，并能正确笔算两位数加两位数的进位加法。学习必备欢迎下载教学难点理解并掌握进位加法中“满十进一”的方法二、说学情学生已有两位数加、减一位数和整十数以及笔算两位数加两位数不进位加法等运算知识有利于学生迁移到两位数加两位数进位加法，但学生对百以内数的两位数加两位数进位加法的算理并不清楚，同时由于小学生注意的分散、监督能力差，思维不够严密，所以要抓住学生的特点，积极采用形象生动，形式多样的教学方法和学生广泛的积极参与的学习方式，定能激发学生兴趣，有效地培养学生能力，促进学生个性的发展，在学习过程中要求学生学会将相邻、相近的新旧知识进行比较，发觉联系，形成系统知识的整理归结方法。三、教学过程（一）复习旧知，以旧引新现代教学理论倡导数学教学应从学生已有的知识出发，在学习新知识时，有必要找准与旧知结构类似的地方，进行同化或顺应，重新建构。两位数加两位数进位加法是两位数加一位数进位加法的进一步发展。根据学生的年龄特点和知识的迁移规律，课前我设计了两位数加一位数进位加法的口算练习。只要明确了加法个位上满十向十位进“1”的问题，两位数加两位数进位加法的难点也就突破了。（二）创设情境，激情引人新课程标准强调数学与现实生活的联系，要求数学教学必须从学生熟悉的生活情景和感兴趣的事物出发，使他们体会到数学就在身边，增强学生的数学应用意识。因此本课还是由儿童喜闻乐见的“乘车”这一情境引入，抓住童心，让学生通过观察情境图，进而讲清图意，提出问题。创设了民主、平等的氛围，诱发了学生情感的孕育，激发了学生学习的兴趣，使学生积极主动的投入到解决“二（1）班文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8学习必备欢迎下载和二（3）班一共有多少人？”这一问题的学习过程中，引出两位数加两位数的进位加法“35+37”。（三）操作探究，学习新知在教学中，面对“35+37”的计算任务，我首先让学生大胆的猜想，为了验证大家的猜测，引导学生认真思考“个位上5 加 7 满十，怎么办”的问题，从而引起学生的认知冲突。然后我又引导学生通过摆小棒的实践活动，特别是注重了引导学生观察满10 根后捆成一捆的过程，以此直观地说明进位加法中当个位上满十如何向十位进位的问题。并在竖式上将进位的过程反映出来，由此让学生切实理解“为什么要进位”和“怎样进”两大核心问题。这两个问题的解决，标志着学生对两位数进位加法计算过程的全面理解。在学生活动的过程中，教师的必要引导是十分重要的，有引导，学生的探究活动才不至于盲目，才更有意义。合作交流是数学活动的重要学习方式之一。在学生理解算理和计算方法的基础上，提示学生思考：“笔算加法要注意什么”,通过小组之间的探究交流活动，让学生结合具体题目的计算从列式对位、计算顺序和进位等方面加以总结。开阔学生的视野，让学生能多角度地思考解决问题的不同方法。这样，把教师“教”的内容变成学生互动交流、相互促进的“学”的活动。更有利于学生对计算方法形成过程的理解。把具体的直观的认识上升到理性，建模的认识。（四）巩固练习，形成技能数学课程标准 中强调指出：“学生的数学学习应当是现实的、有意义的，有创新意识的，因此我设计了三个层次的练习：1、算一算。文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8学习必备欢迎下载28 23 3637 53+65 +47 +29 +41 +38 设计意图 ：通过练习学生能更为熟练地掌握进位加法的计算方法。2、教材 12 页的做一做 设计意图 这道题的设计是使学生感受到数学来源于生活，又应服务于生活，数学在生活中的价值。3、创新训练：星星下面藏着几？26+48=_4 39+14=_3 60+39=_9 54+16=_0 48+8=_6 设计意图 这样的练习题，不仅可以使学生学会本节课的知识，而且可以培养学生的发散思维，使学生学会思考。（五）小节谈收获；小朋友，这节课里有什么收获？你还有什么问题吗？设计意图 本设计的目的是提炼加深学生对进位加法的认识，同时引发学生更多的思考。总之，本节教学设计遵循了学生学习数学的心理规律，从学生已有的生活经验出发，让学生亲身经历将实际问题抽象成数学模型并进行解释与应用的过程。努力做到学生是学习的主人，教师是数学学习的组织者、引导者与合作者。说课材料文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 ZH2N8Y9X3M8文档编码:CX9X10C2Z7D5 HC3V7H4A1U3 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