10.里程表(二)教学反思(附教案)

第一篇：10.里程表(二)教学反思(附教案)

里程表

（二）教学目标:

1、结合具体情境，在解决实际问题的过程中体会连加连减，加减混合计算与实际生活的联系，感受数学在实际生活中的作用。

2、在情境中培养学生独立解答、独立思考、知识的迁移等多方面的能力，并对学生进行里程的熟悉。

4、熟悉里程表的概念，知道怎么计算两个地方的里程，即距离。

5、经历与他人交流各自算法的过程，能灵活运用不同的方法解决生活中的实际问题。

教学重点:

1、运用以有的数学知识培养解决问题的能力。

2、使学生在大脑里，建立两个地方里程的概念。教学难点:

2、学会利用数学知识，解决生活中遇到的问题。

2、培养里程的概念，知道什么是里程，学会发现生活中的问题和概念。教学准备: 课件、教材。教学过程:

一、谈话引入。

老师：同学们，你们都做过车没？ 学生：做过。

老师：那你们有观察过，汽车的里程表嘛？ 学生：没有。

老师：那你们知道什么是里程表吗？ 学生1：不知道啊！

学生2：是汽车一天行驶的路程吗？ 老师：不是。

学生3：好像是汽车一共行驶了多少千米吧？

老师：恩，是的。就是起床从开始行驶到现在行驶的距离就是里程。老师：今天呢，我们就来解决一下有关于汽车的里程的问题。淘气的叔叔是出租车司机，星期一早上出车时，里程表的度数是35千米。淘气记录了数数星期一至星期五每天回家时的里程表度数。同学们现在根据PPT上面的每天行驶的里程来讨论一下什么是里程。

学生1：160千米不是星期一行驶的路程，应该是........。

老师：星期一出发时度数是35千米，回家时是160千米，160-35才是星期一行驶的里程数

学生2：我知道了，用当天的度数减去前一天的度数，就是当天的里程数。老师：恩，回答正确。

二、玩中学，带领学生一起做教材第25页“练一练”第1题。（1）独立完成，全班交流订正。

（2）和同学们一起讨论，更深层次的理解里程的含义。（3）让学生独立完成。

（4）12月底比6月底多用了多少度电？同学们再讨论一下为什么会多用呢？有哪些原因呢？

三、巩固练习。

“练一练”的第2题和第3题。

四、课堂总结。

五、作业设计

完成“练一练”1234题 板书设计 里程表(二)星期一：160－35＝125(千米)星期二：350－160＝190(千米)星期三：555－350＝205(千米)星期四：745－555＝190(千米)星期五：955－745＝210(千米)计算里程数的方法：用当天的读数减去前一天的读数，就是当天行驶的里程数。课后反思：

本节课的教学重点是让学生理解里程中两个量之间的关系，要求学生学会用线段图来辅助理解两个量之间的包含关系和差值关系。通过学生的练习和尝试，学生初步学会了把路线图变成线段图来理解的方法，为后面学习行程问题打下了基础。用线段图等辅助手段来帮助理解数学中两个量间的关系是非常必要的一种手段，但学生总是以自己的习惯，直接看出结果，而不愿去体会这种方法。在教学过程中没让学生体会这种方法的重要性，是这节课的不足，今后教学中需注意改进。

第二篇：里程表 教案

里程表

（一）学习目标:

1、巩固三位数加减法以及连加和加减混合运算的计算方法。

2、结合具体情境，在解决实际问题的过程中体会连加连减，加减混合计算与实际生活的联系，感受数学在实际生活中的作用。

3、熟悉里程表的概念，知道怎么计算两个地方的里程，即距离。

教学重点:

1、掌握观察里程表的方法。

2、使学生在大脑里，建立两个地方里程的概念。

教学难点:

1、学会利用数学知识，解决生活中遇到的问题。

2、培养里程的概念，知道什么是里程，学会发现生活中的问题和概念

教学准备: 课件、教材。教学过程:

一、谈话引入。

二、讲授新课。

1．出示里程表的主题图。

请大家仔细看图，从图中可获得哪些信息？同桌两人互相说一说。

2．找出一名学生说一说表格中的每个数据在路线图上分别是哪一段？并指一指。

引导学生动手在路线图上画一画，并在图上标出相应路段的数据。

3．出示问题：保定到石家庄有多少千米？ 引导学生画一画，说一说你是怎么想的？

两种画图方法有什么异同？

相同点：每一段表示的数据都一样，不同点：淘气画图是“线段”并改变了方向。

画完后和同桌说一说图中每一部分所表示的意义。4．学生独立计算

277-146=131（千米）

答：保定到石家庄有131千米。5.解决问题：保定到郑州有多少千米？

（1）结合行车路线图和里程表，在图上找一找、画一画、说一说。（2）

学生尝试独立解决问题

689-146=543（千米）

答：保定到郑州有543千米。

6.813-689求的是哪两个城市之间的路程？

讨论：“直观图和线段图”是如何帮助你解决问题的？

三、巩固练习

完成课本第25页练一练第1题。

学生理解题意后，独立完成，集体订正。完成课本第25页练一练第3题。

四、课堂小结

这节课你学到了什么？

五、布置作业 1.课堂作业: 教材第29页“练一练”的2题。2.课后作业：练习册

六、板书设计

里程表

（一）保定到石家庄有多少千米？ 保定到郑州有多少千米？ 277-146=131（千米）

689-146=543（千米）

答：保定到石家庄有131千米。答：保定到郑州有543千米。

七、教学反思（记录学生学习情况、教学感悟）

本节课的教学重点是让学生理解里程中两个量之间的关系，要求学生学会用线段图来辅助理解两个量之间的包含关系和差值关系。通过学生的练习和尝试，学生初步学会了把路线图变成线段图来理解的方法，为后面学习行程问题打下了基础。用线段图等辅助手段来帮助理解数学中两个量间的关系是非常必要的一种手段，但学生总是以自己的习惯，直接看出结果，而不愿去体会这种方法。在教学过程中没让学生体会这种方法的重要性，是这节课的不足，今后教学中需注意改进。

第三篇：三年级数学《里程表(二)》教学设计

三年级数学《里程表

（二）》教学设计

里程表

（二）教学设计

教学目标：

1、结合汽车里程表，经历解决问题的过程，提高解决问题的能力。

2、借助直观图和线段图帮助学生理解起点非0的有关里程表的实际问题。

教学重难点：

1、读懂“里程表”中每个数据的意义（尤其是非0起点）

2、学生在老师的帮助下会画线段图和读懂线段图。

教学过程：

一、激趣引入 分散难点：

师：同学们，你们看过动画片《喜羊羊和灰太狼》吗？你最喜欢哪个小动物？

师：现在羊村正在进行一场激烈的羊羊运动会，你想看一下吗？（想）下面要进行的是100米的比赛，下面有请喜羊羊和懒羊羊上场，你预测一下谁会赢？为什么？

师：比赛现在开始，最后谁获得了冠军？你认为公平吗？

师：如果用一条线段来表示喜羊羊所跑的路程呢？你认为起点是多少？（0米）终点是多少？（100米）

师：如果用一条线段来表示懒羊羊所跑的路程呢？你认为起点是多少？（60米）终点是多少？（100米）

仔细观察这两条线段图，你发现了什么不同？你能算出喜羊羊跑了多少米？100-0=100 懒羊羊跑了多少米呢？（100-60=40）

二、探究新知 解决问题：

1、出示例题：

淘气的叔叔是出租车司机，星期一早上出车时，里程表的读数是35千米。淘气记录了叔叔星期一至星期五每天回家时的里程表读数。（单位：千米）

（1）师：你知道了哪些数学信息？你读懂了题目的意思吗？

师：里程表读数是35千米是什么意思？这里的160千米表示什么意思？350千米表示什么意思？

师出示直观图，分别介绍35千米和160千米是什么意思？

你能用一条线段图表示星期一走了多少千米吗？

（生画图）学生汇报，教师演示

通过线段图，你知道如何求星期一走了多少千米？（160-35=125千米）

（2）你能再画一条线段表示星期二走了多少千米吗？

（生画图）学生汇报，教师演示

你如何求星期二走了多少千米？（350－160=190千米）

（3）你能用一条线段表示星期三走了多少千米？星期四呢？星期五呢？

（4）教师完善线段图，合并成一条线段图。

师：你能看懂吗？要想求星期一走了多少千米？怎么办？星期二走了多少千米呢？星期三呢？......总结：当天走的里程数=当天的读数－前一天的读数

（5）解决问题：

哪一天行驶的路程最多？该如何求呢？学生说完方法

学生练习教师请学生上台板演。

教师趁机介绍第二种解法

（6）比较联系

师：前两天，我们学习了里程表（1），与今天学习的里程表二有什么区别？

（起点不同，但是算法相同，都是用当天的读数减去前一天的读数得到当天的里程数。

三、巩固练习拓展延伸

课本第27页练一练的第1、4题

四、本课小结 内化知识

师：本节课，你学到了哪些知识？

第四篇：里程表二说课稿

里程表

（二）说课稿

许霞

一、说教材

里程表

（二）是北师大版小学数学三年级上册第三单元《加与减》第五课内容。本节课的内容是在前面学习了里程表

（一）的基础上进行教学的，是对两个数量间关系的另一种解读。前面我们学习了三位数连加、连减及加减混合运算；初步学会了用线段图表示各数量间的关系，本节课我们继续解决“里程表”中所隐含的数学问题，感受数学与生活的联系，发展读图的能力。与上节课不同的是“里程表的起点不是零”。本节课的学习内容是通过结束里程数减去开始里程数得到汽车行驶里程数，理解这种关系可以用测量来进行类比练习。让学生明白其中道理。本节教材首先呈现一个出租车一周行驶里程表，引导学生先把表中的数据用线段中的点来表示，通过各点的关系来确定每天行驶的里程数。本节课在教学后的练习中，把这种方法拓展电表度数计算等，让学生学会举一反三的数学学习方法。

二、说教学目标

为了实现三维目标的整合，使学生得到全面持续的发展，根据教学内容的特点，结合

1、结合“汽车里程表”，经历解决问题的过程，学会读常见的汽车里程表，并解决里程表中的数学问题，提高获取信息的能力，增强应用意识。

2、初步学习借助直观图和线段图理解题意、表示数量关系，积累解决实际问题的经验。

3、培养对身边与数学有关事物的好奇心，能倾听别人的意见，感受数学学习的快乐。

三、说重难点 重点：

1.能看懂里程表，并根据表中的信息解决实际问题。2.能正确计算三位数的加减法，并能利用线段图理解题意。难点：

1.能理解里程表中的信息的含义。2.能根据含义画出线段图，帮助解决实际问题。

四、说教法

根据本课教学内容的特点和学生思维活动特点，我主要采用以下教学方法： 1.情景教学法：创设教学情境，不仅可以使学生容易掌握数学知识和技能，而且可以让学生更好地体验数学内容中的情感，使原来枯燥的、抽象的数学变得生动形象，饶有兴趣。

2.引导探索法：《数学课程标准》指出：“学生是数学学习的主人，教师是数学学习的组织者、引导者和合作者。”在教学中，我适当地点拨引导，把更多的时间和空间留给学生，让每一个学生都能积极主动地参与到学习活动中，在独立思考、自主探索、合作交流中解决问题，发展能力。

五、说学法

教师的教是为了学生的学，不仅要使学生学会，更重要的是使学生会学。学生是学习活动的主人，在学习过程中主要通过动手实践、自主探索、合作交流方法，经历知识的发生、发展和形成过程，进而在交流中体验、在体验中感悟、在感悟等学法：自主学习、合作交流

教学准备：课件、练习纸

六、说教学设计思路

1、复习引入

2、出示行车例题和里程表数，指导获取信息理解信息表示的含义。

3、让学生画线段图表示数量关系。

4、在理解的基础上让学生独立算出结果，,然后集体纠正。

七、说教学流程：

（一）、复习引入。

（1）回顾交流。让学生回忆是怎样学习“火车里程表”这节课的，是怎样利用路线图理解题意的，培养学生回顾反思的能力。

（二）探究新知

直接出示淘气画的“线段”示意图

（1）看一看，说一说。淘气根据里程表画出的线段图你能看懂吗？（2）同桌合作议一议。把理解的过程和同伴经进行交流，互相学习。（3）集体交流。例如：图中的35千米是什么意思？星期一的160千米包括哪两个数据？35千米是星期一之前所行驶的路程；160千米包括星期一之前行驶的路程35千米，也包括星期一当天行驶的里程。在图中星期一表示的是哪部分，实际上行驶多少千米……可再以某天为例来理解里程表中数据的意义。

（4）画一画。在理解题意的基础上，让全体学生模仿着画一画直观图，再次体验用直观图理解题意的优越性。如果学生能有创意地用其他方式表示数量关系，只要合理，都给予表扬和鼓励。

（5）让学生通过里程表中的这些数学信息提问：你能知道其他的、更多的数学信息吗？学生以小组为单位讨论能够提出什么新问题。之后归纳筛选出重点问题。（设计目的“提出一个问题，比解决一个问题更重要”这应该是关于发展学生创新能力的至理名言。学生对数据敏锐的洞察能力，学生对数学问题的灵敏的直觉，都是在每一节思维高速运转的数学课中发展起来的。这节课不直接提出“哪一天行驶的里程数最多？”这个问题，而是提出了更加开放的问题，拓展学生的思考空间，也提升了学生的思维程度。）

（5）总结概括。怎样计算每天行驶的路程呢？指名学生来说一说。在画一画的基础上学生基本上能说出怎样计算。和学生一起总结概括。即用当天的读数减去前一天的读数，就是当天行驶的里程数。

（6）引导学生用线段图独立计算之后，全班交流，集体评议，请学生比较这两种表达方式，说说自己的感受。（这是教学的重点，目的培养学生利用学过的计算方法解决问题，并培养学生利用线段图理解问题的能力。）

（三）实践运用，巩固拓展

练习是数学学习中巩固新知，形成技能，发展思维，提高学生分析、解决问题能力的有效手段。为了加深学生对新知的理解，提高学生的学习兴趣，设计不同层次的练习，力求做到从易到难、由浅入深，使不同的学生得到不同的发展。

（1）练一练第1题，乐乐家的电表读数。鼓励学生在新的情境中再次经历读表、画图理解电表读数表格的实际意义，解决相关电表中的数学问题过程，积累解决实际问题的过程。

（2）练一练第2题，巩固练习三位数的加减法计算方法。（3）练一练第3题，运用三位数加减法解决实际问题。（4）练一练第4题变换问题形式，解决有关里程表的问题。

（四）总结回顾

课尾，请学生说说自己在本节课中的收获。通过学生自我小结，再次对本节课知识进行系统的整理，并通过对自己和他人的评价，培养良好的学习习惯。

八、说板书设计：

这个环节设计：一方面明确教学思路和重点，另一方面加深学生对知识的记忆。

里程表(二)

一：160-35=125（千米）——最少

二：350-160=190（千米）三：555-350=205（千米）四：745-555=190（千米）

五：955-745=210（千米）——最多

总之，整堂课的设计我力求体现学生的主体作用，尽量多为学生提供动手实践、自主探索、合作交流的机会，使学生在轻松愉悦的氛围中主动快乐地获取知识。

八、教学反思：

第五篇：教学反思英文版(附教案)

Teaching reflection: In order to advance with the development of the new curriculum reform, the Yancheng Teaching and Research Institute sponsored the annual Top-quality Courses Competition.I, luckily, took this rare opportunity to participate in this competition on December 7th.All of the competitors were from different counties.They had the same goal, that is, to show their teaching style so as to promote academic changes between themselves.I felt a little nervous at first, because it was my first time to take part in such a competition.In addition, there was little time for me to do enough preparation and put it into practice.With the help of my colleagues and their encouragement, I decided to try my best.I chose the part of Main Task as my teaching material.After I studied the text, I found that the main goals of this period were to make the students master the new words about people’s personality, appearance and to train the students’ability to write an article about himself/herself or his/her best friend.Based on the knowledge aims, I also had to help realize students’ emotional aim, say, to enable the students to know what kind of a friend is a true friend and how to make good friends.This was a valuable experience for me.After this competition, I realized that I had learnt a lot from practice and others.Now I’d like to analyze my teaching from the following aspects: Ⅰ Preparation and teaching process During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words.I found that they were quite attractive when students saw them during the teaching.To some extent, the use of the pictures of some famous stars could cultivate students’ interest to use the adjectives to describe their appearance, personality and etc.When I had to teach the related words about the face, for example, round and square, I presented some cartoons for comparison.As far as the adjectives of eyes and nose were concerned, I also used some flashcards for presentation and comparison.The students inclined to look and say something about the pictures, using the related adjectives.When I taught the words of one’s figure and personality, I first called some students to tell me what kind of friends they would like to choose as their best friends.I gave them some hints when they met some difficulties.Then, I presented some pictures for a small talk, getting students to talk about the personalities of different people and what kind of person they would like to be.After this, I gave students some time to describe the famous stars, for instance, Yao Ming, Harry Porter, S.H.E and etc., which could help them to understand the meanings of the adjectives.During the reading part, I presented some questions and tasks for students to answer and fulfill.Owing to the use of multimedia, students could answer the questions quickly and effectively.In order to avoid the one-sidedness of comprehension, I gave students more time to read and practice.The total goal was to develop students’ ability to write an article about his/her best friend.To serve this goal, I designed some questions for them to answer in advance and got students to talk and make a conclusion.In this part, I used a game to help, say, a guessing game, asking students to write down something about his/her friend and read it aloud for others to guess who he/she was.This method, I thought, conquered the monotony of writing.I outlined the importance of being an honest, kind-hearted and helpful person.At last, I played a poem for students to enjoy and imitate, which, as I saw it, would possibly raise the theme to a higher level.Ⅱ Students’ learning process

This was the first time that I came to Jianhu.All of the things were strange to me.I knew nothing about the school and the students.In order to make better exchanges between the students and me in class, I stepped into their classroom and introduced myself to them before my class.They felt quite strange initially, but later they felt excited.I asked them to try their best in my class.All of them nodded and it seemed that we became closer.However, when it came to my class, they felt quite nervous just in front of the teachers from different places.Before class, I tried to relax them by singing a song and asking them to wave their hands.They were very cooperative.I felt a little more confident.During the class, I proceeded well as I designed.Once I raised a question, most of the students could undertake brainstorm and gave me the correct answers.When the discussion time came, I divided them into groups of four, asking them to do related tasks.What I didn’t expect was that they preferred not to come to the front for acting.I felt a bit embarrassed at first, but I respected their choices and dealt with it properly.For most of the time, all of the students were very hard-working.It seemed that they had grasped all the knowledge effectively in this period.However, I found some problems when they stood up to give me answers.At that time, I felt nervous about my teaching effect.“Was my teaching method unsuitable for them?”, I said to myself, but I had no time to think.I tried to speak more slowly and clearly, giving them more time to think and speak.It really worked.The students and I cooperated well during the following steps.In my teaching process, I felt it a pity that I didn’t give the students time to present their papers and correct their mistakes, which I thought I should keep in mind for future teaching.After the class, our instructor gave me some advice, which was quite acceptable and suitable to me.Ⅲ The organization of the class In terms of my organization of the class, there were seven steps in detail.They were warm-up, revision, presentation, practice, conclusion, discussion and writing.From the angle of the time control, all of the steps were carried out successfully during my class.Warm-up and revision occupied about 8 minutes;presentation occupied 5 minutes;practice accounted for half of the class;writing lasted about 7 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking.They could give correct answers when they stood up.The feedback information was ideal at this point.Meanwhile, I was not satisfied with the writing part, as I mentioned in partⅡ.Although students had time to write their compositions, they didn’t have the opportunities to know how well they had written.They should get some comments on their composition, for instance, grammar, sentence structure, hand-writing and so on.If I had five more minutes, I would present their papers to the whole class and gave some corrections if necessary.The last part was enjoying a poem, which was related to the theme of the class.Because of the limited time, I didn’t realize the teaching aim of this part.I just called them to read it.If I removed this part, I thought it would be better for the writing exercise.All in all, on one hand, this was a comparatively successful class.On the other hand, during my competition, I found some unsatisfactory elements in my teaching.I think it would be better for me to improve the teaching procedure for future use.In addition, the classed should be practical and adhere to the students’ ability.I learned a lot from my experience and my instructor’s guide.In order to realize the new concept of teaching, I think I need to do more research on the textbook and learn more from the others.by Zhong Pingping December 12th, 2006 8A Unit One Main Task teaching plan Zhong Pingping from Dafeng Middle School Teaching aims:

(1).Knowledge aims:

A.To make the Ss.master some new words about people’s personality.appearance and future plans.B To let Ss understand the passage better.(2).Ability aims:

A.To develop the Ss’ abilities of listening, speaking, reading and writing.B.To train the Ss’ ability of working in groups.(3).Emotional aims:

A To enable the Ss to know what kind of friend is a true friend and how to make good friends.B.To enable the Ss to communicate with each other

Teaching focuses: To help to train the students’ abilities of expressing themselves in English

A.To help the Ss to communicate with each other.B.To enable the Ss to study in groups and co-operate skillfully.C.To develop the Ss’ interest in English.Teaching difficulties:(1)How to describe a person.(2)How to write a passage Teaching Methods:

(1).Communicative teaching method(2).“ Task-based” teaching method Teaching Procedures Step1 warm up 1.Free talk between T and Ss.Such as: Fine weather, isn’t?

Do you like this kind of weather?

What will you do on such a find day?

Who do you want to do with? Step2.revision 1.ask a few questions about friends.For example: What does your friend look like? What kind of person is your friend/ What does your friend like? What does your friend do or want to do in the future? What made you become good friends? 2.let students practice in pairs.Step3.presentation

1.show pictures of stars and let Ss say sth.about appearance and guess their personalities.let Ss work in pair to describe persons 2.play a game I will let Ss describe a person in our class to ask other students guess.Step4.listening and practice 1.play the tape recorder.Let the Ss listen and answer some questions.For example, Who is Daniel’s friend? Where does she live? What is she like? What would she like to do when she grows up?

2.play the tape again ask the student read aloud after the tape then fill a table.is employed to make the Ss grasp the main idea of the text..Step5.make a conclusion How to write a passage: Introduction: say who is your best friend is.Main body: describe his/her appearance describe his/her personality Conclusion: describe his/her future plan Step6discussion

I will say: we have learnt a lot about friends.If you choose a boy or a girl as your best friend, what will you thank about? Here are some questions for you to discussion.?What is his/her name? ?What is he/she like?(appearance)?What’s his/her personalities, qualities and abilities? ?What does he/she like doing? ?What would he/she like to do in the future?

Then let them have a competition.Then make a conclusion: a friend in need is a friend indeed.Step7.Homework:

(1)Recite the words as many as possible after class.(2)Write an article about your friend.