Instructional Design of "Three-dimensional Graphics" Part I Activity Objectives:
1, perceive the spatial existence form of three-dimensional graphics, and correctly count the number of cubic bricks.
2. Experience the relationship between number and shape and have a certain concept of space.
3. Experience the joy of success in the activity.
Activity preparation:
1, several bricks of various shapes.
2. Four pictures with complex occlusion (see active substance)
3. Children's books.
Activity flow:
1, review the learned three-dimensional graphics.
Teachers show cubes, cuboids, cylinders, spheres and cones of different sizes and colors, so that children can find all cubes and cuboids from them and tell their characteristics (six sides, six sides, six vertices and three-dimensional figures). Tell children that these graphics have a unified name? Cube? .
2, hands-on operation: building blocks.
The teacher asked the children to open the children's book 16 page and observe what the four shapes on the page look like.
The teacher divided the children into four groups, and each group built a shape on the page.
The first group: build the shape of the upper left corner of the page.
The second group: build the shape in the upper right corner of the page.
The third group: build the shape in the lower left corner of the page.
The fourth group: build the shape in the lower right corner of the page.
Let the children set it on the table, and the four groups of tables are side by side in turn for later observation and statistics. )
Teachers should give guidance to the problems that children may encounter during the construction process. Teachers pay attention to how the third and fourth groups of children are constructed, and encourage children to find solutions to problems (encourage children to try different construction methods).
3. Let the children observe from all angles in turn and count how many cubes are used in each shape.
The children's group answered the number of bricks used in each shape. After the children answered the number of bricks used in the third and fourth groups, the teacher asked: How did you see it? (inspire children to observe from all angles and find out what is covered by the shape. Is there any way to verify the answer? Inspire children to think about the way to verify the answer: take the shape apart and count how many bricks it uses. )
Ask the first group of children to dismantle the shapes built by the third group and restore the prototype.
The first group of children discuss who is responsible for demolishing and counting bricks and who is responsible for restoring the prototype and counting bricks.
Let the second group of children dismantle the shapes built by the fourth group and restore the prototype.
The second group of children discuss who is responsible for demolishing and counting bricks, and who is responsible for restoring the prototype and counting bricks.
The teacher summed up and praised the children who performed well and those who made progress in other aspects.
4. Show the shapes with complex occlusion, and let the children look at the cubes and tell the occlusion parts. Complete the exercises in children's books.
Teaching Design of Stereology Part II Activity Objectives:
1, know cubes and cuboids, and can distinguish them.
2. Experience the difference of body shape and develop children's spatial perception.
Activity preparation:
1, teachers and children 1: cubes and cuboids (cuboids and cubes with 6 faces); Square and rectangular paper; Cuboid carton (6 sides are rectangular).
2. Teaching wall chart.
Activity flow:
First of all, review and consolidate the plane graphics.
(1) Teacher: Look, children, what's in the basket? Can you take them out of the basket and say their names? There are squares, rectangles, triangles, circles and ellipses. Please take out one of them and say its name.
Second, know the basic characteristics and names of cubes and cuboids.
(1) The teacher showed cubes and cuboids. Q: Today, the teacher brought you two new friends. Look, who are they? Then let's talk about it. (Guide the children to take out these two pieces and touch them around. )
(2) Teacher: Little friend, did you just feel that these two building blocks are the same? What is the difference? (Guide the children to answer, one building block is full of squares, and the other building block has squares and rectangles. )
(3) Does the teacher mean one? Face? Say, okay, kid, what's this called? Face? Now, let's count how many of them there are. face
(4) Teacher: Do these six faces have anything in common? (Note: Cubes are all squares, and cuboids have squares and rectangles. )
Third, carefully observe and compare the similarities and differences between three-dimensional graphics and plane graphics.
(1) Teacher: Now, please take out the cube building blocks and the square paper, look at it carefully, touch it, then put the square paper on one side of the cube and talk about their similarities and differences. Encourage young children to say what they see. ) Take out the cuboid building blocks and rectangular paper, look carefully and feel it, then put the rectangular paper on one side of the cuboid and talk about their similarities and differences.
(2) Teacher's summary: What is the shape surrounded by six identical squares? Cube? . Can a square be called a square? Face? .
A cuboid also has six faces, some rectangular, some rectangular and some square. (The teacher shows six rectangular boxes)
Conclusion: Now, please look at the wall chart and find out which objects are like cubes and which objects are like cuboids. Please circle objects like cubes in red and objects like cuboids in green.
The third teaching goal of three-dimensional graphic teaching design
1 Guide students to further understand the characteristics of the three-dimensional graphics they have learned, and observe them from different angles to deepen their understanding of the three-dimensional graphics.
Enhance students' logical thinking ability and spatial concept of observation, comparison and analysis.
3. Understand the internal relationship of knowledge and infiltrate the transformation thought of mathematics.
Teaching focus
Can firmly grasp the characteristics of three-dimensional graphics
Teaching difficulties
Master the characteristics of three-dimensional graphics and observe them from different angles.
teaching process
First, contact with reality, review the introduction
We reviewed the knowledge about plane graphics. Today, let's review the knowledge of three-dimensional graphics. (blackboard writing topic)
Second, display the preview outline.
What three-dimensional graphics have we learned? If the above figures are divided into two categories, how can they be divided? Why? Some surfaces are flat and curved. Please write in groups and discuss in groups.
Third, review and exchange (group report, collective revision)
(1) Review the features of long and cube.
What are the characteristics of cuboids and cubes? What are the similarities and differences?
Supplementary question: What is the relationship between a cuboid and a cube? Why is a cube a special cuboid?
(2) Explore the characteristics of cubes.
Expand the square carton, observe its characteristics, and find the opposite surface to mark. Group exchange
Draw different shapes with five cubes according to the teacher's requirements, and then observe their shapes from the top right of the front. Please feel free to sit in the group and observe the pictures.
(3) Review the characteristics of cylinders and cones.
What are the characteristics of cylinder and cone? The differences and connections between them.
(4) the relationship between body and surface
How are these four kinds of three-dimensional graphics obtained, and what is the relationship with plane graphics?
(5) Four volume calculation methods of three-dimensional graphics.
Fourth, feedback detection.
1, (8) A three-dimensional figure, the shape seen from above is that it needs at least () small cubes and at most () small cubes to build such a three-dimensional figure.
& gt& gt& gt More exciting next page? Teaching design of stereoscopic map?