六年级上册数学教学计划安排表(6篇)

第页共页六年级上册数学教学方案安排表(6篇)六年级上册数学教学方案安排表篇一本班学生由两局部组成：一局部是完小班打乱后重新分的，另一局部是这个学期新进学生(有从外省转回的，也有从本县其他学校转来的)。五年级时期末考试成绩最高分95分，最低分34分;90分以上的18人，不及格的有4人。新转进的学生根底不是太好，特别是从外地转回的，根底更差。学生绝大多数来自农村，留守儿童占大多数，都由爷爷奶奶或者外公外婆代为照看。大多数学生的根底较差，书写差，学习也缺乏主动性。(一)教学内容这册教材共9个单元，其内容包括：分数乘法、圆、分数除法、比和按比例分配、图形的变换和确定位置、分数混和运算、负数的初步认识、可能性、总复习。4个领域。(二)教材的编写特点本册实验教科书是在总结了试验区和征求有关意见的根底上，对原有六(上)实验教科书做了适当补充和修改，是西师版的新课标教材。是20xx年5月第三版，20xx年6月第1次印刷。本套教科书注意突出数学课程的根底性、普及性和开展性，注意为学生的学习活动提供根本线索，注意将这四个步伐的内容穿插安排，有机结合，注意表达课程目的在等方面的整体要求，是数学教育更有利于培养学生的创新意识和初步的理论才能，促进学生的开展。本册教科书在内容的选择和编排上，一方面，继续遵循《课标》的要求，努力表达课改精神，另一方面，有注意与前面各册教科书的衔接，保持体例的连续性，充分考虑学生学习数学的阶段性和连续性，使教科书既符合国家根底教育课程改革的要求，又有利于老师教也学生的学。详细是：1、联络生活，创设情境，引发学生认知需求。2、内容直观，形式活泼，激发学生学习兴趣。3、关注过程，重视探究，提倡策略多样化。4、关注三峡，关注农村，表达西部特色。5、浸透方法，拓展思维，培养学生创新意识。6、倡导合作，促进交流，在积极参与中体验成功。1、知识与技能(1)理解负数的意义，会用负数表示日常生活中的一些量。(2)能合作探究分数乘法、分数除法的计算方法，正确计算分数乘法、分数除法以及分数混合运算;会解决有关分数的简单实际问题。(3)通过观察、操作认识圆，会用圆规画圆，理解圆的根本特征;知道扇形;在操作中探究圆的周长、面积的计算方法，并能解决与圆的周长、面积有关的实际问题。(4)在实际情景中理解比及比例分配的意义，并能解决简单的问题。(5)能利用方格纸等方式按一定比例将简单图形放大或缩小。(6)理解比例尺，在详细情境中，会按给出的比例进展图上间隔与实际间隔的换算。(7)能根据物体相对于观测点的方向和间隔确定物体的位置;能描绘简单的道路图。(8)体验事件发生的等可能性以及游戏规那么的公平性，会求一些简单事件发生的可能性。2、数学考虑(1)经历解决分数乘、除法，按比例分配，圆周长与面积相关的实际问题的过程，能进展有条理的考虑，采用多种方式分析^p问题中蕴涵的数量关系，能比较清楚地表达自己的考虑过程与结果，并对结论的合理性作出有一定说服力的说明。(2)经历探究圆的特征、圆的周长与面积的计算方法的过程，探究图形的放大与缩小的过程，初步形成空间观念。(3)能感觉解决分数乘法、分数除法、按比例分配、圆的周长与面积等问题的需要，搜集有关的信息，在观察、猜测、试验、验证等活动中，开展合情推理才能。(4)能独立考虑，体会数学的根本性质。3、解决问题(1)能从社会生活中发现并提出简单的数学问题，并综合运用分数乘除法、比及按比例分配、圆的周长和面积等只是加以解决。(2)能探究分析^p和解决简单问题的有效方法，并努力寻找其他解决方法，理解解决问题方法的多样性。在解决问题、综合运用的调查、访谈等活动中，从事与别人合作解决问题，能表达解决问题的过程，尝试解释自己的考虑过程。(3)能初步判断结果的合理性，对自己的学习及解决问题的过程进展回忆及有简单的评价、分析^p解决问题过程的意识，经历整理解决问题过程和结果的活动。4、情感和态度(1)愿意理解社会生活中与分数、圆、比等相关的信息，主动参与探求这些知识的活动。(2)能在老师和同伴的鼓励与引导下，积极克制教学活动中遇到的困难，有克制困难和运用知识解决问题的成功体验，对自己探究出的结果正确与否有一定的把握，相信自己可以学好数学。(3)通过观察、实验、归纳、类比、推断等数学活动，体验数学问题的探究性和挑战性，感受数学考虑过程的条理性和数学结论的正确性。(4)对不懂的地方或不同的观点有提出疑问的意识，乐意对数学问题进展讨论，能发现学校过程中的错误并及时改正。根据本班学生实际，特拟定以下教学目的：1、班集体期末学科综合评定进入年级先进展列，学生综合素质进步。2、教学中积极采用启发式和讨论式教学，推行的教学方式，尽可能提供学生动手理论的时机，使学生初步体验知识产生和开展的过程，培养学生团结协作、创新思维的才能。3、培养学生比较、综合、抽象、概括、判断、推理、迁移等才能。4、多方调动激发学生学习数学的兴趣，进步学习效率，掌握学习方法。5、通过教学，寓教于乐，浸透爱国、集体思想教育。6、培养学生的自学才能，培养学生良好的学习习惯。7、对学生进展的教育，并开展形式多样的学科社会理论活动。为了完成既定的教学目的，我决定这样做：1、走进新课程，决胜新课程。认真搞好课堂教学研究工作，在教学中尽量运用以下方法：直观描绘法、类比推理法、知识迁移法、理论操作法等，向课堂要质量。2、教学相长，多阅读与教学有关的书籍，报刊、杂志，多学习新的理论知识，在理论中不断探究、进步。3、多与家长联络，多与学生交流，理解学生思想动态，及时反应信息。4、放下架子，与学生打成一片，尊重学生的民主权利，做到师生互动，生生互动。教学做到因材施教。5、采用互助活动，成立学习小组，让小组之间互相交流。小组与小组之间互相评比，培养优生，鼓励后进生。6、重视在学生已有知识和生活经历中学习和理解教学。7、重视引导学生自主探究，培养学生的创新意识和学习数学的兴趣。8、重视培养学生的应用意识和理论才能。9、把握教学要求，促进学生开展。10、改良教学评价方法，充分利用。11、认真落实作业辅导这一环节，及时做好作业情况记载，建立好师生错题库，以备有针对性的教学。并对问题学生及时提醒，限时改正，逐步进步。12、正考风，严肃考纪，真实反映学生的实际情况，树正气，树标兵，充分肯定学生的学习成果，杜绝学生的幸运心理。六年级上册数学教学方案安排表篇二在这新的一学期，我将以新课程提供的全新理念为指导，根据教研组工作方案，按照教诲处的安排，围绕课堂教学和教学科研这一中心任务，把培养学生的创新精神和理论才能的探究贯穿于教育教学全过程，把培养学生自主学习的理论贯穿于教育教学全过程。开展合作学习，全面进步学生综合才能。一、学生知识现状分析^p〔一〕总体分析^p：六年级两个班现有学生97人，学生的学习态度、班级的学习风气较好，学生学习数学的热情非常高。我班的特点是：学生学习主动，优秀率及合格率等指标一直较高。局部学生家庭经济条件优越，父母对其要求较严，对行为习惯的培养很重视，因此这批同学的学习态度端正，成绩较稳定。如管辉、殷悦、陈炳政、郑晗、赵云杰、万梓桐、乔艺、安秦等；但也有局部同学由于父母长辈过分宠爱，平时对自己要求不严，学习习惯较差，作业马虎，字迹潦草，由于学习态度不端正，导致学习成绩不理想，如金星、付鑫鹏、孔曦、王国良等。也有几位同学尽管学习态度端正，但由于学习方法、思维方式侧重于机械性的死记硬背，不够灵敏，所以成绩也不够理想，如尹怡康、秦文龙、胡伯威等。另外，班中的互助互学风气已经形成，本学期认真搞好学优生和学困生的结对工作、强化良好学习习惯的养成教育。〔二〕知识现状分析^p：本班学生根底较扎实，思想品德较好，学习才能较强，学习习惯较好，但也存在不平衡性，有些学生学习不用心，懒惰，有不做作业坏习惯，所以在教学中要注重发挥本班的优势，充分发挥学生的积极性、主动性，引导学生自觉地有效地探究知识，寻求规律，不断培养学生的才能，开展智力。适当开展数学课外活动，以拓宽知识面，进步思维才能，不断增强学生素质二、教材分析^p教材包括下面一些内容：分数乘法，位置与方向，分数除法，比，圆，百分数〔一〕，扇形统计图，数学广角和数学理论活动等。在数与代数方面，教材安排了分数乘法、分数除法、百分数三个单元。分数乘法和除法的教学是在前面学习整数、小数有关计算的根底上，培养学生分数四那么运算才能以及解决有关分数的实际问题的才能。分数四那么运算才能是学生进一步学习数学的重要根本技能，应该让学生实在掌握。百分数在实际生活中有着广泛的应用，理解百分数的意义、掌握百分数的计算方法，会解决简单的有关百分数的实际问题，也是小学生应具备的根本数学才能。在空间与图形方面，教材安排了位置与方向、圆两个单元。位置的教学在已有知识和经历的根底上，通过丰富的现实的数学活动，让学生经历初步的数学化的过程，理解并学会用数对表示位置；通过对曲线图形——圆的特征和有关知识的探究与学习，初步认识研究曲线图形的根本方法，促进学生空间观念的进一步开展。在统计方面，教材安排的是扇形统计图。在前面学习条形统计图和折线统计图的根底上，学会看懂扇形统计图，认识扇形统计图的特点，进一步体会统计在生活和解决问题中的作用，开展统计观念。在用数学解决问题方面，教材一方面结合分数乘法和除法、百分数、圆、统计等知识，教学用所学的知识解决生活中的简单问题；另一方面，安排了“数学广角”的教学内容，引导学生通过观察、猜测、实验、推理等活动，体会解决问题策略的多样性及运用假设的方法解决问题的有效性，进一步体会用代数方法解决问题的优越性，感受数学的魅力，开展学生解决问题的才能。教材根据学生所学习的数学知识和生活经历，安排了两个数学综合应用的理论活动，让学生通过小组合作的探究活动或有现实背景的活动，运用所学知识解决问题，体会探究的乐趣和数学的实际应用，感受用数学的愉悦，培养学生的数学应用意识和理论才能。三、教学目的1.理解分数乘、除法的意义，掌握分数乘、除法的计算方法，比较纯熟地计算简单的分数乘、除法，会进展简单的分数四那么混合运算。2.理解倒数的意义，掌握求倒数的方法。3.理解比的意义和性质，会求比值和化简比，会解决有关比的简单实际问题。4.掌握圆的特征，会用圆规画圆；探究并掌握圆的周长和面积公式，可以正确计算圆的周长和面积。5.知道圆是轴对称图形，进一步认识轴对称图形；能运用平移、轴对称和旋转设计简单的图案。6.能在方格纸上用数对表示位置，初步体会坐标的思想。7.理解百分数的意义，比较纯熟地进展有关百分数的计算，可以解决有关百分数的简单实际问题。8.认识扇形统计图，能根据需要选择适宜的统计图表示数据。9.经历从实际生活中发现问题、提出问题、解决问题的过程，体会数学在日常生活中的作用，初步形成综合运用数学知识解决问题的才能。10.体会解决问题策略的多样性及运用假设的数学思想方法解决问题的有效性，感受数学的魅力。形成发现生活中的数学的意识，初步形成观察、分析^p及推理的才能。11.体会学习数学的乐趣，进步学习数学的兴趣，建立学好数学的信心。12.养成认真作业、书写整洁的良好习惯。四、教学重点分数乘法和除法，圆，百分数等是本册教材的重点教学内容。五、教学设想教学时力求符合教育学、心理学的原理和学生的年龄特征，关注学生的经历与体验、表达知识的形成过程、鼓励算法及解决问题的策略多样化、改变学生的学习方式，表达开放性的教学方法等特点。1.加深学生对数学知识的理解，培养学生的应用意识。分数四那么运算的知识和技能是小学生应该掌握的根底知识和根本技能。分数四那么运算在计算方法上与整数、小数计算有一定的区别，在算理上比整数、小数计算稍显复杂，所以学生理解和掌握起来更困难一些。分数的加法和减法，在计算方法上与整数、小数的加法和减法虽有区别，但是在算理上与整数、小数的加、减法又有联络，都是一样单位的数才能直接相加、减。为了突出这一共同的规律，加之学生已学习过简单的同分母分数加、减法，所以，教学分数除法需要有分数乘法作根底；而且分数乘、除法的内容比较多，学生理解它们的算理也更为困难些。2.注意知识的迁移和联络实际，加强学生学习才能和应用意识的培养。有关百分数的计算，通常是化成分数和小数来算；解决含有百分数的实际问题在解题思路和解答方法上与解决分数问题根本一样。因此对求百分率的问题，特别是求增加百分之几、减少百分之几的问题适当举例加以教学，然后加强百分数实际应用方面的教学。例如，结合求百分率，出现求达标率、发芽率等的计算〔还提示了出勤率、合格率、出粉率〕；介绍折扣、纳税和利息等知识中有关百分数的计算知识等。放手让学生自己讨论如何求出出勤率、成活率、命中率等。既拓展了学生所学的知识范围，加深学生对百分率知识的理解；又培养了自主探究、合作交流的良好学习习惯。3.注重动手理论与自主探究，促进学生空间观念的开展。教学“位置与方向”时，首先注意利用学生已有的知识和经历——用“第几组第几个”描绘实际情境中物体的位置——学习新知识，并及时对已有经历进展提升，迅速将详细的情境数学化，抽象成学习如何在平面图上确定位置，帮助学生理解用数对确定位置的方法。另一方面，注意呈现丰富的生活情境和现实素材，帮助学生掌握用数对确定位置的方法。加深对用数对确定位置内容的理解，体会数学知识之间的联络，锻炼空间想像的才能。圆是一种曲线图形，它同直线图形有不同的特点。所以“圆”的教学是学生系统认识曲线图形特征的开场。在低年级的教学中虽然也出现过圆，但只是直观的认识，本册的教学要认识圆的特征、圆的周长和圆的面积等。从学习直线图形到学习曲线图形，不管是内容本身，还是研究问题的方法，都有所变化，教学时通过对圆的研究，使学生初步认识研究曲线图形的根本方法，同时，也浸透了曲线图形与直线图形的内在联络。教学圆的面积时，教材启发学生自己寻找解决问题的思路和方法，回忆以前用过的转化方法，从而把圆的面积转化为熟悉的直线图形的面积来计算。教材还注意通过介绍圆周率的史料，浸透数学文化和爱国教育。4.开展学生的统计观念，逐步形成从数学的角度考虑问题的思维习惯。在统计与概率方面，学生已经掌握了一定的知识，形成了一定的才能，积累了一定的经历。教学时，一是注意与先前学习过的统计知识的联络，帮助学生理解扇形统计图的特点和作用。二是注意挖掘生活中的数学素材，凸现统计的实用价值。更好地体会统计知识和方法在实际生活中的作用，有利于开展学生的统计观念，形成从数学的角度考虑问题的良好习惯。5.浸透数学思想方法，培养学生数学思维才能和解决问题的才能。数学学习不仅可以使学生获得参与社会生活必不可少的知识和才能，而且还能有效地进步学生的逻辑推理才能，进而奠定开展更高素质的根底。因此，培养学生良好的数学思维才能是数学教学要到达的重要目的之一。系统而有步骤地浸透数学思想方法，尝试把重要的数学思想方法通过学生可以理解的简单形式，采用生动有趣的事例呈现出来。通过教学使学生受到数学思想方法的熏陶，形成探究数学问题的兴趣与欲望，逐步开展数学思维才能。用数学解决问题才能的培养是义务教育阶段数学课程的重要目的之一，因此解决问题教学在数学教学中有着重要的作用。它既是开展学生数学思维的过程，又是培养学生应用意识、创新意识的重要途径。注意将解决问题的教学交融于各局部内容的教学中，通过各局部内容的教学培养学生用数学解决问题的才能。6.用数学的魅力和学习的收获激发学生的学习兴趣与内在动机。强调对学生情感、态度和价值观的培养，全面进步学生的素质。小学高年级学生已经具有了一定的知识和生活经历，对自然与社会现象有了一定的探求欲望，此时需要教育者进展有目的的启发与引导。在教学中，要通过数学学习活动，使学生形成丰富的情感、积极的态度和正确的价值观，这同样是学生学习、生存和开展的重要根底。本册实验教材不仅内容涉及数学教学内容的各个领域，为学生探究奇妙的数学世界提供了丰富素材，而且注意结合教学内容安排了许多表达数学文化的阅读材料、数学史实等，使学生的数学学习活动丰富多彩、充满魅力。这些都有助于学生初步认识数学与人类生活的亲密联络，理解数学的价值，激发学生学习数学的欲望。六、课时安排六年级上学期数学教学安排了60课时的教学内容。各局部教学内容教学课时大致安排如下：〔一〕分数乘法〔12课时〕1.分数乘法5课时左右2.解决问题4课时左右3.倒数的认识1课时左右整理和复习2课时左右〔二〕位置与方向〔2课时〕用方向和间隔标示物体的位置2课时左右〔三〕分数除法〔13课时〕1.分数除法5课时左右2.解决问题3课时左右3.比和比的应用3课时左右整理和复习2课时〔四〕比〔4课时〕1.比的各项名称1课时左右。2.比的根本性质2课时左右3.练习、整理和复习1课时左右〔五〕圆〔8课时〕1.圆的认识3课时左右2.圆的周长2课时左右3.圆的面积2课时左右整理和复习1课时确定起跑线1课时〔六〕百分数〔15课时〕1.百分数的意义和写法2课时左右2.百分数和分数、小数的互化2课时左右3.用百分数解决问题9课时左右整理和复习2课时〔七〕扇形统计图〔2课时〕合理存款1课时〔八〕数学广角〔2课时〕〔九〕总复习〔4课时〕六年级上册数学教学方案安排表篇三�����������������������������ê¶ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ù·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ºï¿½ï¿½ï¿½ï¿½ï¿½ë·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä²ï¿½ï¿½ô£ï¿½ê½ï¿½ë·½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ì£ï¿½ï¿½èºí±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¼ï¿½ï¿½ï¿½í¼ï¿½î¡ï¿½ï¿½ï¿½ï¿½ò£º³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ûºï¿½ó¦ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ò£º±ï¿½ï¿½ï¿½ï¿½ï¿½ä±ä»¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¶ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµï¿½ï¿½õ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ü¹ï¿½ï¿½ï¿½ï¿½ø½ï¿½ñ§ï¿½ï¿½ï¿½ýµï¿½ï¿½ï¿½êµï¿½ø²ä¡ï¿½í»ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ãµï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ê½â·½ï¿½ì¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï°ï¿½ß¡ï¿½ï¿½ð²ï¿½îµï¿½ï¿½ï¿½ö¯ï¿½ï¿½ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å£ºï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½í¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¯ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¼ï¿½î£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¾ï¿½ï¿½ï¿½ä²ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ð£ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½å¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ï¿½ï¿½í¼ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ç°×¼ï¿½ï¿½ï¿½ï¿½í»ï¿½ï¿½êµï¿½ï¿½ï¿½õ¹ï¿½ï¿½í¼ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ó¦ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½êµï¿½ê£ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ã·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ã·½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½è½ïºí½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó³¤·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý»ï¿½ï¿½ä¸ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý»ï¿½ï¿½ï¿½î»ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½å¡£ï¿½ú±è½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½â¡¢ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý»ï¿½ï¿½ï¿½î»ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½å¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶1�����ס��ú°ú³ï¿½ï¿½ï¿½ï¿½ï¿½ä»î¶¯ï¿½ð£ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ã·½ï¿½ï¿½ï¿½ï¿½ï¿½ú¹û²ì¡¢ï¿½è½ïºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î»ö®ï¿½ï¿½ä½ï¿½ï¿½ê¡ï¿½êµï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä±ä»¯ï¿½ï¿½ï¿½ï¿½ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ö±ï¿½ï¿½ï¿½ï¿½ï¿½ä±ä»¯ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë·ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§òªç¿ï¿½ï¿½ï¿½ï¿½ï¿½ã£ºï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½í¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ­ï¿½ò½¥½ï¿½ï¿½ï¿½ï¿½ï¿½ö¯ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë·ï¿½ï¿½ï¿½ï¿½ã·½ï¿½ï¿½ï¿½ä»î¶¯ï¿½ï¿½ï¿½ú½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿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积的变化规律。分数乘除法：分数乘法意义的教学要强调三点：从学生的已有知识和经历出发，循序渐进地组织探究分数乘法计算方法的活动。在解决问题的过程中，加深对分数乘法意义的理解。安排倒数的认识，为分数除法的教学作准备。合理安排教学内容，进步学习和探究活动的有效性。借助直观图示，理解分数除法的计算方法。列方程解简单的分数除法实际问题，沟通分数乘、除法的联络。安排分数连除和乘除混合，加深对计算方法的理解。精心设计练习，促进学生开展。认识比：结合已有知识和经历理解比的意义。加大探究的空间，自主发现比的根本性质。沟通知识间的联络，形成解决问题的策略。引导学生经历探究规律的过程，培养学生的理论才能，进步数学素养。分数四那么混合运算：联络现实的情境和已有知识，引导学生把整数四那么混合运算的运算顺序、运算律迁移到分数中来。引导学生经历解决实际问题的过程，开展解决问题的才能。适当把握教学要求，为教学相应的分数除法实际问题作准备。引导学生借助线段图理解实际问题的数量关系。加强比较练习，帮助学生更好地掌握解题思路。解决问题的策略：从学生熟悉的问题情境引入，激发学生的探究欲望；引导学生借助示意图主动寻求解决问题的策略；引导学生从不同的切入点提出假设，找出问题的答案，充分感受解决问题的策略；重视检验过程，培养自觉检验的习惯。可能性：在现实的问题情境中，结合游戏规那么的公平性感受事件发生的可能性。在解决问题的过程中，探究求事件发生的可能性的方法。认识百分数：结合详细的情境，理解百分数的意义。在解决问题的过程中，探究百分数与小数、分数互相改写的方法。应用百分数的意义解决简单的实际问题。引导学生经历调查活动的全过程，学会搜集、整理、加工、描绘数据的方法，积累统计活动的经历。知识与技能目的：1.让学生练习已有的知识经历，经理讲实际问题抽象成式与方程的过程，进一步体会方程的思想和方法，增强列方程解决实际问题的意识和才能；经历探究分数乘除法计算方法的过程，进一步完善对乘、除法运算意义的认识和理解，形成必要的计算技能，加深对现实问题中数量关系的理解，进步增和应用数学知识和方法解决简单实际问题的才能。2.让学生通操作、试验、观察和考虑等活动，认识长方体、正方体的特征，理解体积〔容积〕的意义，探究并理解长方体、正方体的体积和外表积的计算方法，进一步积累学习空间与图形内容的经历。3.让学生练习分数的意义，初步掌握用分数表示详细情境中简单事件发生的可能性的方法，能根据指定的可能性〔分数〕设计相应的活动方案。六年级上册数学教学方案安排表篇五���������âµï¿½ò»ñ§ï¿½ú£ï¿½ï¿½ò½ï¿½ï¿½ï¿½ï¿½â¿î³ï¿½ï¿½á¹©ï¿½ï¿½è«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý½ï¿½ï¿½ï¿½ï¿½é¹¤ï¿½ï¿½ï¿½æ»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ½ìµï¿½ï¿½ï¿½ï¿½ä°ï¿½ï¿½å£ï¿½î§ï¿½æ¿ï¿½ï¿½ã½ï¿½ñ§ï¿½í½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ£¬°ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä´ï¿½ï¿½â¾ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½á´©ï¿½ú½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§è«ï¿½ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½êµï¿½ï¿½ï¿½á´©ï¿½ú½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§è«ï¿½ï¿½ï¿½ì¡ï¿½ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½è«ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ûºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ñ§ï¿½ï¿½öªê¶ï¿½ï¿½×´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½97�ë£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï°ì¬ï¿½è¡ï¿½ï¿½à¼¶ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ïºã£ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç³ï¿½ï¿½ß¡ï¿½ï¿½ò°ï¿½ï¿½ï¿½øµï¿½ï¿½ç£ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼ï¿½ï¿½ï¸ï¿½ï¿½êµï¿½ö¸ï¿½ï¿½ò»ö±ï¿½ï¸ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½í¥ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½ï¿½îªï°ï¿½ßµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½ï¿½ñ§ï°ì¬ï¿½è¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¼ï¿½ï¿½ï¿½ï¿½è¶ï¿½ï¿½ï¿½ï¿½ï¿½ü»ô¡ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½â±ï¿½ï¿½ï¿½ï¿½ï¿½ö£ï¿½ï¡ï¿½ï¿½ï¿½ï¿½æ½ü¡ï¿½ï¿½ï¿½ï¿½ï¿½í©ï¿½ï¿½ï¿½ï¿½ï¿½õ¡ï¿½ï¿½ï¿½ï¿½øµè£ï¿½ï¿½ï¿½ò²ï¿½ð²ï¿½ï¿½ï¿½í¬ñ§ï¿½ï¿½ï¿½ú¸ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö³è°®ï¿½ï¿½æ½ê±ï¿½ï¿½ï¿½ô¼ï¿½òªï¿½ï¿½ï¿½ï£ï¿½ñ§ï°ï°ï¿½ß½ï²î£¬ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¼ï¿½ï¿½ê²ý£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ì¬ï¿½è²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½é¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£¬ï¿½ï¿½ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¡ï¿½ò²ï¿½ð¼ï¿½î»í¬ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï°ì¬ï¿½è¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ê½æ«ï¿½ï¿½ï¿½ú»ï¿½ðµï¿½ôµï¿½ï¿½ï¿½ï¿½ï¿½ó²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ô³é¼ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ðµä»ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ñ¾ï¿½ï¿½î³é£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ô¹ï¿½ï¿½ï¿½ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï°ï¿½ßµï¿½ï¿½ï¿½ï¿½é½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½×´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ë¼ï¿½ï¿½æ·ï¿½â½ïºã£ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¿ï¿½ï¿½ñ§ï°ï°ï¿½ß½ïºã£ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ú²ï¿½æ½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ð©ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½è£¬ï¿½ð²ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï°ï¿½ß£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú½ï¿½ñ§ï¿½ï¿½òª×¢ï¿½ø·ï¿½ï¿½ó±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ£ï¿½ï¿½ï¿½ö·ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ô¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ô¾ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ì½ï¿½ï¿½öªê¶ï¿½ï¿½ñ°ï¿½ï¿½ï¿½ï¿½é£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½õ¹ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ø¿ï¿½öªê¶ï¿½æ£¬ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¿ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì²ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì²ä°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ð©ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë·ï¿½ï¿½ï¿½î»ï¿½ï¿½ï¿½ë·½ï¿½ò£¬·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è£ï¿½ô²ï¿½ï¿½ï¿½ù·ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í³ï¿½ï¿½í¼ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½çºï¿½ï¿½ï¿½ñ§êµï¿½ï¿½ï¿½î¶¯ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ£¬ï¿½ì²ä°ï¿½ï¿½ï¿½ï¿½ë·ï¿½ï¿½ï¿½ï¿½ë·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë·ï¿½ï¿½í³ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ç°ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ð¹ø¼ï¿½ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ð¹ø·ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ñ§ï°ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü£ï¿½ó¦ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½õ¡ï¿½ï¿½ù·ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¹ã·ºï¿½ï¿½ó¦ï¿½ã£ï¿½ï¿½ï¿½ï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