小学数学教学计划【热选5篇】

1/43小学数学教学计划【热选5篇】人生天地之间，若白驹过隙，忽然而已，我们又将迎来新的喜悦、新的收获，一起对今后的学习做个计划吧。大家想知道怎么样才能写比较优质的计划吗？这里给大家分享一些最新的计划书范文，方便大家学习。小学数学教学计划【第一篇】以学校工作计划为核心，以《小学语文课程标准》为引领，立足我校学生学习的实际情况，坚持面向全体，打好基础，围绕“真实、有效”的教研主题，以研促教，立足课堂，努力实现“扎实、高效”的教学，培养学生的语文学习兴趣和自主学习语文的能力，全面提高学生的综合素质。一年级孩子正处于学习启蒙阶段，通过一年级上学期的学习，大部分学生已经基本掌握了汉语拼音的读写，以及正确地拼读音节、学读轻声；在读写分开、多人少写的原则上，学生已会认250个生字，会写100个字；能根据一定的情境或看图，用普通话讲清一件简单的事；在阅读方面也能正确地朗读、背诵指定课文，能联系课文和生活实际理解常用词语和句子的意思，认识了句号、感叹号、问号，并能读出陈述、疑问、感叹的语气。同学们通过一个学期的学习也养成了良好的学习习惯，如能掌握正确的读书姿势、写字姿势和握笔方法，并养成了爱惜学习用品的良好习惯。2/43本册教科书内容包括“口语交际”、“课文”、“识字”、“写话”、“语文活动”五个部分，共分为8个单元。其中，“口语交际”6次(两个识字单元未安排)；“识字”8课，分别在第2单元和第5单元；“课文”26，分别安排在第1、3、4、6、7、8单元，每单元4至5课文；写话6次(两个识字单元未安排)；“语文活动”8次，每单元1次。本册教材具有以下特：(一)话题单元，板块结构——本册教科书通过话题组合单元，采用板块结构，分为“口语交际”、“识字写字”、“阅读”、“写话”、“语文活动”等板块。各个板块既自成体系，又相互关联，始终贯穿提高学生语文综合素养这条主线。(二)口语先行，写话单列——口语交际编在每单元课文之前，以发挥母语学习的优势，强化口语交际的功能，突出口语先行的特点。写话单列，以突出低年级写话的重要性。目的在于提前起步，降低难度，减缓坡度，实现由低年级写话向中年级写片段、习作的过渡。(三)选文全新，人文熏陶——教材选文通过众多专家、作家精心筛选、修改，以全新的面貌出现(绝大部分是新人选的课文)，力求增加教材的文化内涵，突出语文教育的人文情怀。(四)综合实践，整合拓展——每单元最后的“语文活动”，注重综合性学习，在综合中向生活延伸，向其他学科延伸，拓展学习新视野，开掘学习新资源。力求在知识的联系中深化，在能力的综合中迁移，在综合运用中创新。3/43(五)学生为本，自主探究——教材设计有利于学生的自主学习，有助于师生与教材的互动。口语交际是从学生生活中提取的话题；识字教学引导学生发现规律，自主识字；阅读教学强调学生的白读自悟；写话内容既来源于学生生活，又联系单元话题。其次，教材还配有精美的图画，课后设计了生动有趣的儿童形象、对话框等，以利于学生的自主学习，努力将教材变教师教本为学生学本。1．喜欢学习汉字，愿意主动识字。2．认识476个生字，会写其中246个。3．掌握字的基本笔画和常用的偏旁部首，能按笔顺规则写字，注意间架结构。初步感受汉字的形体美。4．认识大写字母，熟记《汉语拼音字母表》。5．喜欢阅读，感受阅读的乐趣。6．学习用普通话正确、流利地朗读课文，切实过好认读关，体会文中的感情和语气。7．借助图画阅读，了解课文的意思，乐于与人交流自己的感受和想法。8．感受语言的优美，积累自己喜欢的词句。9．对写话有兴趣，在写话中乐于运用阅读和生活中学到的词语。10．根据表达的需要，学习使用逗号、句号、问号、感叹号。11．学讲普通话，逐步养成讲普通话的习惯。4/4312．能较完整地讲述小故事，能简要讲述感兴趣的见闻。13．能认真听别人讲话，努力了解讲话内容。14．听故事，看音像作品，能复述大意和精彩情节。15．表达自信，与人交谈态度自然、大方，有礼貌。1、教学重点是识字写字和朗读，以及学习方法和情感、态度、价值观的培养。2、教学难点是：1在进行课文教学时，要重视学生个人的阅读感受，除了讨论书中的思考题外，还要给学生质疑问难的机会，给学生充分发表自己见解的机会。2学生与别人能大胆、自信的交流。3增强学生在生活中学语文、用语文的意识。1．识字写字教学。本册安排的476个要求认识的字，绝大多数是常用字。相信学生能够用已经形成的初步的识字能力来学习这些生字，鼓励他们用自己喜爱的方式识字。采用多种方式加强同学间的交流与合作，如，进行小组合作学习，当小老师，等等。采用多种形式，注意加强生字的复习和巩固，防止回生。加强写字指导，不但要写对，更要写好。最好每节课上都让学生写几个字，切实保证写字质量。2．阅读教学。重视朗读的指导。在学生读正确、读流利的基础上，指导学生读出感情。这种感情不是教师强加给学生的，而是在教师5/43指导学生读书的过程中学生自悟、自得的。在教学中，应尽量避免单调枯燥的技术性指导，而是引导学生入境，入情，充分体会课文的情感因素。采用多种方式，如，给画面配音，分角色朗读，等等。在进行课文教学时，重视学生个人的阅读感受，除了讨论书中的思考题之外，给学生质疑问难的机会，给学生充分发表自己见解的机会。重视课外阅读的指导，引导学生选择好的读物，给他们创造交流课外阅读成果的机会。3．口语交际教学。重视创设情境，使学生入情入境地进行口语交际。在口语交际课之前，提早布置准备工作。除专门的口语交际课，重视日常教学中的口语交际活动，引导学生在日常生活中主动进行口语交际，不断提高口语交际能力。课文2665课时识字8课12课时口语交际6次6课时语文活动8次8课时写话6次6课时20xx年2月小学数学教学计划【第二篇】6/43������ñ§ð£ï¿½ï¿½ï¿½ï¿½ï¿½æ»ï¿½îªï¿½ï¿½ï¿½ä£ï¿½ï¿½ô¡ï¿½ð¡ñ§ï¿½ï¿½ï¿½ä¿î³ì±ï¿½×¼ï¿½ï¿½îªï¿½ï¿½ï¿½ì£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½å£¬ï¿½ï¿½ã»ï¿½ï¿½ï¿½ï¿½ï¿½î§ï¿½æ¡ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ð´ù½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½å¬ï¿½ï¿½êµï¿½ö¡ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ûºï¿½ï¿½ï¿½ï¿½ê¡ï¿½7/43����ò»ï¿½ê¼¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½é½×¶î£ï¿½í¨ï¿½ï¿½ò»ï¿½ê¼¶ï¿½ï¿½ñ§ï¿½úµï¿½ñ§ï°ï¿½ï¿½ï¿½ó²¿·ï¿½ñ§ï¿½ï¿½ï¿½ñ¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºï¿½ï¿½ï¿½æ´ï¿½ï¿½ï¿½ä¶ï¿½ð´ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½è·ï¿½ï¿½æ´ï¿½ï¿½ï¿½ï¿½ï¿½ú¡ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¶ï¿½ð´ï¿½ö¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ô­ï¿½ï¿½ï¿½ï£ï¿½ñ§ï¿½ï¿½ï¿½ñ»ï¿½ï¿½ï¿½250�����ö£ï¿½ï¿½ï¿½ð´100���ö£ï¿½ï¿½ü¸ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½í¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½òµ¥µï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½8/43����ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½äºï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½â³£ï¿½ã´ï¿½ï¿½ï¿½í¾ï¿½ï¿½óµï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ë¾ï¿½å¡ï¿½ï¿½ï¿½ì¾ï¿½å¡ï¿½ï¿½êºå£ï¿½ï¿½ï¿½ï¿½ü¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¡ï¿½ï¿½ï¿½ì¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½ï¿½í¨ï¿½ï¿½ò»ï¿½ï¿½ñ§ï¿½úµï¿½ñ§ï°ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ñ§ï°ï°ï¿½ß£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è·ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¡ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½æºï¿½ï¿½õ±ê·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë°ï¿½ï§ñ§ï°ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì¿9/43������ý°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï½»ï¿½ê¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö£ï¿½ï¿½ï¿½ï¿½ï¿½îª8����ôªï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï½»ï¿½ê¡ï¿½6��(����ê¶ï¿½öµï¿½ôªî´ï¿½ï¿½ï¿½ï¿½)����ê¶ï¿½ö¡ï¿½8�î£ï¿½ï¿½ö±ï¿½ï¿½úµï¿½2��ôªï¿½íµï¿½5��ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½26æªï¿½ï¿½ï¿½ö±ï¿½ï¿½ï¿½ï¿½úµï¿½1��3��4��6��7��8��ôªï¿½ï¿½ã¿ï¿½ï¿½ôª4��5æªï¿½ï¿½ï¿½ä£ï¿½ð´ï¿½ï¿½6��(����ê¶ï¿½öµï¿½ôªî´ï¿½ï¿½ï¿½ï¿½)�������ä»î¶¯ï¿½ï¿½8�î£ï10/43¿½ã¿ï¿½ï¿½ôª1�î¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì²ä¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½(ò»)���ⵥôªï¿½ï¿½ï¿½ï¿½ï¿½á¹¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì¿ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ôªï¿½ï¿½ï¿½ï¿½ï¿½ã°ï¿½ï¿½á¹¹ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï½»ï¿½ê¡ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ð´ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¶