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1、conferences, learned superiors policies; reports, you can learn to deal with problems, art, just wanted to learn, to learn at any time. To continuously expand the scope of the study. The complexity and comprehensiveness of our work, decided to not only do we want to be professionals, or if generalis
2、ts, to dabble in different areas of knowledge. Mastery of knowledge not only to have knowledge to rational analysis. This on requirements we, not only to learning national of route, and approach, and policy, also to learning national of legal, and regulations; not only to with political theory armed
3、 mind, also to with economic theory guide work; not only to read history, also to read history; not only to absorption SM of mirror, also to gets is of road; not only to from local learn, also to to outside learn; not only to to books learn, also to field study learn. Therefore, I would encourage yo
4、u, and more to the outside world when I have time to take a look at, take a stroll, outside developments, learn other peoples development approach, and then come back to guide our work. Second, we must think. Learning without thought to overshadow, thinking without learning is perilous. We want to f
5、oster the character of advancing with the times, forge ahead, often reflect themselves in adapting to the new situation on whether there are delays, have anything to fear in the reform and innovation, whether in terms of accelerating the development of a relaxation, keep promising State of mind. In
6、order to do investigations, investigations is the road to heaven, God disposes of the base. To wants to real heard truth, and justice to truth, and get truth, received effectiveness, on must in-depth actual, and outreach, and in-depth masses, worship masses for Division, and masses heart, with masse
7、s with discussion everyone care of problem, listening they of calls, understand they of mood, feel they of suffering, summary they of experience, concentrated they of wisdom, especially on masses most hope, and most urgent, and most worries, and most complained of hot, and difficulties and focus pro
8、blem, more to active research, caught not put. Dare to innovate, in our work, often remain the old way doesnt work, the new approach would not situation, the reason, the key is that many people know that copying other peoples ideas, mechanically, using someone elses old ways. To change this predicam
9、ent, requires us to break the shackles of traditional concepts to overcome conservative, conformist, good at finding new problems and to accept new things, summarize new experience, new ideas, developing new programmes and Maverick, a new approach to solve problems, speed up development. Especially
10、in implement superior policy spirit of process in the, both implementation, and cannot mechanically, to to extraordinary of courage and develop enterprising of spirit, put flexibility and principle combined up, put superior of spirit and local reality combined up, Yong conspiracy to breakthrough of
11、policy, and exercise innovation of lift, developed out development works of, and grass-roots welcomes of, and北师大版四年级下册数学教学计划和教案一、教材分析（一）“数与代数”领域1、第一单元“小数的认识和加减法”。在三年级下册学习“元、角、分和小数”的基础上，扩展对小数的认识，把小数和分数初步联系起来，进一步了解小数的意义。结合具体情景，学习小数加减法和加减混合运算，运用小数加减法解决日常生活中的一些问题，感受小数与实际生活的密切联系。2、第三单元“小数乘法”。结合具体情景，使学生了解
12、小数乘法的意义，经历探索小数乘法计算方法的过程，掌握小数乘法的计算方法，运用小数乘法解决生活中的简单问题。3、第五单元“小数除法”。本单元包括小数除法，积商近似值，循环小数、小数四则混合运算等内容。结合具体情景，经历探索小数除法计算方法的过程，初步体验转化的数学思想。了解在生活中有时只需要求积商的近似值，掌握求近似值的方法，培养估算意识。初步了解循环小数，运用小数四则运算解决日常生活中的简单问题。4、第七单元“认识方程”。结合生活情景，使学生初步了解可以用字母表示数；通过直观教具，初步了解方程；通过游戏活动，初步了解等式性质，并能用等式性质解简单的方程。（二）“空间与图形”领域1、第二单元“认
13、识图形”。通过分类活动，梳理已学过的一些图形；通过对三角形分类，了解各类三角形的特点；通过操作，探索并发现三角形三个角的度数和等于180度，三角形任意两边的和大于第三边；进一步认识平行四边形，了解梯形的特征；会运用学过的图形设计一些简单的图案。2、第四单元“观察物体”。能辨认从高低、远近不同观察点拍摄到的图片及其先后顺序；通过实际观察，使学生体会到同一景物在不同的位置，看到的画面不同；能辨认从不同位置拍摄的图片及其先后顺序。（三）“统计与概率”领域第六单元“游戏公平”。通过游戏，使学生初步体验等可能性以及游戏规则的公平性。能设计公平、简单的游戏规则。（四）“综合应用”领域本册教材在每一单元的教
14、学内容中，配有题材具有现实性、趣味性呈现形式多样化的应用问题和实践活动。除此之外，还安排了“数图形中的学问”“激情奥运”,“图形中的规律”三个专题活动，让学生综合应用所学的知识解决实际问题。（五）整理与复习包括整理与复习（一）、整理与复习（二）、总复习二、学生情况分析四年级学生的思维已经开始由具体形象思维过渡到抽象思维，对周围事物的认识较以前上升了一个层次，已经会用归纳概括的方法认识事物及解决问题，学生已经具备了初步的数学知识，为学好本册教材打下了良好的基础。通过一个学期的接触，大部分学生学习常规好，对所学知识掌握较好，并初步学会运用所学知识解决生活中的实际问题。但是学生的心理特征及思维发展也
15、就不一致，这就需要教师在教学中，在面向全体学生的同时，更要注意因材施教。四、教学措施。1、重视创设联系学生生活实际的学习情景，利用学生的生活经验，创设生动有趣的数学问题情境，开展数学探究活动，并能大胆放手让学生自学，解疑问难，发展学生的个性特长。加强学习目的性教育，充分挖掘学生的潜能，发挥学生的主体作用。 2、要充分利用新旧知识间的联系，通过知识间的迁移、类推、比较、拓展，将新知识点与学生原有知识体系联系起来进行教与学。3、激发学生学习数学的兴趣，注重培养自主学习的意识和习惯，尊重学生个体差异，鼓励学生选择适合自己的学习方式，引导学生在实践中学会学习。 4、增强学生的动手实践能力，培养学生的空
16、间观念。 5、注意加强数学与实际生活的联系，让学生在生活中解决数学问题，感受、体验、理解数学。 6、加强个别辅导，提高学困生的成绩。如对学困生要付出更多的关心和爱心，作业适当降低要求。五、教学建议1、注重对学生数学学习过程的评价，学生学习效果要及时评价，多用激励的评价。对学生学习鼓励重视参与学习过程，知识的产生过程。2、恰当评价学生的基础知识和基本技能，结合实际背景和解决问题的过程，更多地关注对知识本身意义的理解和在此基础上的应用。3、重视评价学生发现问题、解决问题的能力，多让学生发现并提出简单的数学问题，引导学生能与同学协作完成学习中的问题。对学生提出的问题要挖掘其有价值的独特的意义。六、教学进度安排。周次教学内容1一、小数的认识和加减法2一、小数的认识和加减法3一、小数的认识和加减法4一、小数的认识和加减法5二、认识图形6二、认识图形7
