2022年《儿童乐园》教学设计 .pdf

学习好资料欢迎下载儿童乐园教学设计教学内容：北师大版小学数学二年级上册第一单元教学目标：1.结合“儿童乐园”的生活情境，培养学生发现、提出和解决问题的意识与能力。2.在解决问题的过程中，经历把相同加数的连加算式抽象为乘法算式的过程，初步体会乘法运算的意义，体会乘法与生活的密切联系。3.会把相同加数的连加算式改写为乘法算式，知道它各部分的名称、读法,并应用加法计算简单的乘法算式的结果。教材分析：本节教材是北师大版小学数学二年级上册第一单元“数一数与乘法”的第2节课（第 4 页至第 5 页）。继上一节课“数一数”对连加算式有了一定体验的基础上，结合“儿童乐园”的现实情境，提出并解决其中需要列连加算式进行计算的数学问题，并经历把相同加数的连加算式进一步抽象为乘法算式的过程，初步体会乘法运算的意义；会把相同加数的连加算式改写为乘法算式，体会学习乘法的必要性。教学重点：了解乘法的含义，学会用乘法算式解决问题。教学难点：理解乘法与加法的联系和区别。教学过程：一、创设情境，激趣导入。师：今天老师带你们到儿童乐园去玩，你们想去吗？（板书：儿童乐园）师：观察，你能提出哪些数学问题？二、活动探究，获取新知。1师：请大家仔细观察图片：（1）你观察到了什么？（2）根据这些信息你能提出哪些数学问题？生：有多少人坐小飞机？乘小火车的有多少人？坐在椅子上休息的有多少人？2学生独立思考并解决上面的问题，为抽象乘法算式打基础。(1)坐小飞机的有：2+2+2+2=8（人）。(2)乘小火车的有：4+4+4+4+4+4=24（人）。(3)划小船的有：3+3+3=9（人）。(4)坐在椅子上休息的有：1+2+3=6（人）。3结合上述相同加数的连加算式，进一步抽象出乘法算式。师：像 2+2+2+2这样 4 个 2 相加，也可以用乘法来表示：24=8（人）或 42=8（人），(师边说边板书。)24 读作 2 乘 4，42 读作 4 乘 2。（学生跟老师读）4 2=8（人）乘乘乘积数号数学习好资料欢迎下载让学生向同桌介绍算式24=8（人）各部分的名称。4请学生结合上述解决“儿童乐园”中数学问题的过程，每人选择一道连加算式，把它改写为乘法算式，并说一说可以改写的理由。生：我数了数有 6 个 4，就是 46=24（人）或 64=24（人）。师：“其中 4 是相同加数，6 是相同加数的个数。”生：我看到有 3 个 3 相加，就列式为 33=9（人）。生：老师，我发现两个乘数不一样时，可以列出另外一个乘法算式，两个乘数一样时，就只有一个乘法算式。师：你观察得真仔细！师：（指着算式 1+2+3=6）这个算式谁会用乘法表示？师：相同加数的连加算式。三、巩固应用。P19练一练。读图、列式计算。每个乘法算式中各个乘数的意义。四、总结：知道了求几个相同加数的和可以用乘法表示，用乘法表示比用加法表示更简；学会了乘法算式的读写法。认识了乘法算式中各部分的名称。五、作业布置 19 页 2、3 题六、板书设计：儿童乐园2+2+2+2=8(人)4 2=8（人）或 24=8（人）：乘乘 乘 积数 号 数4+4+4+4+4+4=24（人）4 6=24（人）或 64=24（人）3+3+3=9（人）3 3=9（人）或 33=9（人）1+2+3=6（人）文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 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ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8学习好资料欢迎下载教学反思：1.突出了“数学与现实生活紧密联系”的课程理念。创设学生熟悉的的情境，让学生体会到用连加算式解决这类问题相对烦琐，激起学生学习乘法的愿望，进而感受学习乘法的必要性。学生初步认识了乘法运算的意义之后，让他们再找一找生活中有哪些问题可以用乘法表示，体会乘法与生活的密切联系。2把解决问题与学习乘法运算意义的过程结合起来，利用学生已有的用连加算式解决问题的经验，进一步抽象，建立乘法算式，从中体会乘法运算的意义。在列乘法算式时，“4 个 2”中的 4，“6 个 4”中的 6 和“3 个 3”中的第一个 3 是教学的关键，而对此学生往往容易疏忽。教师请学生说说自己列式过程中的想法，特别是从哪儿找到“4”“6”和“3”的，由学生讲给学生听，更容易被学生所接受。另外，引发对“123=6（人）”为何不能用乘法算式表示的讨论，进一步强化对乘法运算意义的体验。总之，本节课的设计，能自始至终给学生创造出宽松的学习氛围，让学生在大量的生活情境中去体会、感悟和发现，真正让学生感受到了学习的乐趣，进一步激发了他们学习数学的愿望。文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 ZG7K4X1W6L8文档编码:CS7E4X6S7Z4 HF4Q9V7U8N6 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