2022年《分数的意义》教学案例 .pdf

学习好资料欢迎下载分数的意义教学设计教案背景：分数的意义是人教版五年级下册第四单元第一课。在这一单元中，分数的意义十分重要，学好这部分内容，将会对以后建构真分数、假分数等概念以及学习分数基本性质、分数四则运算、分数应用题等内容奠定坚实的基础。教学课题:人教版五年级数学下册第四单元第一节分数的意义教学设计方案教材分析:分数的意义是人教版义务教育课程标准实验教科书五年级下册第四单元第一课时的内容。在三年级的学习中学生对分数有了初步认识，在系统认识了小数和初步认识认识了分数的基础上，本单元为了进一步加深对分数的理解，从分数的最初产生的过程引入，使研究分数更加全面。分数的意义及基本性质是本单元的重点，也是学生理解起来难度较大的地方。在单位“1”的认识中，“一些物体组成的整体”，对于学生来说理解起来有些困难，是一个难点。对于本难点的突破，一是举些实例，二是用实物来表示。让学生从形象思维向抽象思维过渡，深层次地理解“单位1”。为进一步探索分数的基本性质，学习分数四则运算以及运用分数知识解决实际问题奠定了基础。教学方法:在教学中主要采用了创设情境、小组合作、动手操作、自主探索等方法，为学生营造一个宽松、民主的学习氛围，充分调动学生多种感官参与，加深对知识的理解，并感受到学习的快乐。学生分析:分数的意义是在学生已经经历了分数的初步认识和积累了丰富的感性经验的基础上进行教学的。因此分数的意义已经在五年级学生的头脑中形成了概念。同时，五年级的学生已经有了一定的自学能力，并能通过已往学过的知识，在动手操作活动中发现和解决一些问题。教学目标：知识与技能：使学生了解分数的产生，认识单位“1”，理解分数的意义，能学习好资料欢迎下载说明一个分数所表示的实际意义。过程与方法：通过引导学生观察、操作、猜测、探究、归纳、评价，使学生参与教学的全过程，培养学生探索意识和创新实践能力。情感态度与价值观：让学生在轻松和谐的氛围中主动探究，积极合作，充分体验，感受数学与生活的密切联系。教学重点：掌握分数的意义。教学难点：认识分数单位以及对单位1 的理解。教学过程：一、创设情境，引入新课。1、复习旧知，寻找切入点。师：你对分数有哪些了解？组织学生说说他们所了解的分数的有关知识。2、揭题。师：同学们知道的可真不少，我们已经对分数有了初步认识，这节课我们继续来学习分数的相关知识分数的意义。（板书课题）二、分数的产生。在测量物体长度时，用“米”做单位，结果往往不是整数，在古代，人们就已经遇到了这样的问题（教师用一根打了结的绳子演示古人测量的情况）。在我们的日常生活中，为了平均分配一些东西，也常常会遇到不能用整数表示的情况。比如，两个小朋友平分一个苹果、一包饼干，每人分到的能用整数表示吗？小结：正是这样的实际需要，产生了分数。三、探索交流，揭示分数的意义。1、动手操作，形象感知，认识单位“1”。(1）动手操作。师：如果用图表示“1”，可能你们每人会有不同的表示方法，现在请你动手折一折或画一画来表示“1”。（学生展示成果）(2)老师投影出示图片。（课件出示课本 61 页的插图）师：投影片上的这些图，你能在每一幅图上表示出它的14吗？想：a 把什么看作一个整体？文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 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HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6学习好资料欢迎下载b 平均分成了几份？c 表示这样的几份？学生先小组内交流，再集体反馈。(3）概括总结。师：刚才同学们在表示14的过程中，有什么发现吗？师小结：一个图形，一个实物比较好理解，我们把它称为一个物体，那么8个面包、4 根香蕉是由许多单个物体组成的，我们称作一个整体。一个物体，一些物体都可以看作一个整体，一个整体可以用自然数1 来表示，通常把它叫做单位“1”。(4）举例。老师：对于这个整体，你还能想出其他的例子吗？学生举例：这个整体还可以是一筐苹果、一车煤、一个年级的人数、全中国人口等。2、概括分数。老师：通过上面的学习，同学们对于单位“1”有了一个全新的认识，可以表示一个物体、也可以表示一些物体。整体“1”可以很小，也可以很大刚才同学们举了很多分数的例子，那到底什么是分数，你能尝试用文字描述一下吗？先引导学生交流：把“谁”平均分？它表示的是一个什么样的数呢？学生相互交流补充。明确：把单位“1”平均分成若干份，表示这样一份或几份的数，叫分数。（板书）老师强调必须是平均分。3、让学生自学教材 62 页中的内容，看看什么叫分数单位？4、以14为例，说一说分数的书写顺序及其含义。先写分数线，表示平均分；再写分母，表示把单位“1”平均分成了几份；最后写分子，表示有这样的几份。四、分层练习，深化提高。文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 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ZB4O1P6T3J6学习好资料欢迎下载1、分一分，想一想，完成课本“做一做”。学生独立操作后，完成书上的填空，并集体订正。2、用分数表示图中的阴影部分。（练习十一第一、二两题）（课件出示）3、说说下面分数表示什么意义？人的头部的高度约占身高的八分之一。小学生每天的睡眠时间应占一天总时间的八分之三。长江干流约有五分之三的水体受到不同程度的污染。4、判断（对的打“”，错的要“”）。（1）一堆苹果分成 4 份，每份占这堆苹果的14。（）（2）把 5 米长的绳子平均分成7 段，每段占全长的15。（）（3）自然数 1 和单位“1”相同。（）(4）把全班学生平均分成8 组，一个组的人数是全班人数的六分之一，两个组的人数是全班人数的三分之一。（）五、总结全课，拓展延伸师：通过今天学习分数，你有哪些收获？你想对分数说点什么？分数的意义把单位“1”平均分成若干份，这样的一份或几份都可以用分数表示。单位“1”平均分若干份一分或几份分数一个苹果 4 1 14一个圆 3 2 23文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 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ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6学习好资料欢迎下载教学反思：1、通过简短的对话，摸清了学生的已有经验和知识基础，找准教学的起点。2、重视从学生已有经验出发，抓住新知识的生长点，对单位“1”的认识和扩展，加深对分数的认识。重点是掌握一个整体或者说单位“1”以及分数单位。在教学过程中我主要运用折纸的方法，让学生在动手的过程中体会一个整体和平均分的意义。在单位“1”的教学上应进一步挖掘。3、本节课的教学，引导学生先尝试发现、自主探究，让学生亲自动手操作感知，学生与学生、教师与学生之间互动交流，充分体现了学生的主人翁地位和教师的主导地位。4、在教学过程中没有很好的放手给学生，没能充分调动学生的学习积极性。文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 HL1K3F7W6M9 ZB4O1P6T3J6文档编码:CS5Y7B4X3T2 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