As an excellent educator, it is inevitable to write a lecture, which can effectively improve your teaching ability. Let's refer to how the speech is written! The following is a model essay on the handout of "parallelogram area" in primary school mathematics, which I carefully arranged. Welcome to reading. I hope you will like it.

The lecture on the parallelogram area of primary school mathematics is 1. I said that the content of the class is to test the area of parallelogram in the first volume of the fifth grade mathematics textbook by the curriculum standard.

Let's start with teaching material analysis.

Parallelogram is the content of the first section of Unit 5 Polygon Area Calculation in Book 9 of Nine-year Compulsory Education published by People's Education Press. The initial understanding of geometry knowledge runs through the whole primary school mathematics teaching, which is presented in the order from easy to difficult. The calculation of parallelogram area is based on the students' mastery and flexible application of rectangular quadrilateral area calculation formula and their understanding of parallelogram characteristics. Moreover, the study and application of this part of knowledge will lay a good foundation for students to learn the area of rear triangle, trapezoid and other plane graphics. It can be seen that this lesson is an important link to promote the development of students' spatial concepts and consolidate their learning of geometry knowledge.

Second, students.

The fifth-grade students who grow up under the new curriculum are good at independent thinking, willing to cooperate and communicate, extremely active in class, strong in language expression, very willing to express their independent opinions, and have a good ability to learn mathematics in a flexible and open classroom. Students in this course have a certain understanding of logarithmic lattice method and shear splicing method. However, after the parallelogram is cut and spliced, it is difficult for students to really understand the relationship between the length and width of the rectangle and the base and height of the parallelogram. It is necessary for students to operate and observe step by step in the exploration activities, so as to further understand the transformation relationship between plane graphics and develop the concept of space.

Third, talk about teaching objectives.

According to the requirements of new curriculum standards and the characteristics of teaching materials, the following three dimensions are determined from "knowledge and skills, process and method, emotion, attitude and values" with "students' all-round development" as the standard.

Teaching objectives:

Knowledge goal: to enable students to master the calculation formula of parallelogram area on the basis of understanding and calculate parallelogram area correctly.

Ability goal: Through the observation, comparison and hands-on operation of graphics, develop students' spatial concept, infiltrate the idea of transformation and translation, and cultivate students' ability to analyze, synthesize, abstract and solve practical problems.

Emotional goal: through activities, stimulate learning interest, cultivate the spirit of exploration, and feel the close relationship between mathematics and life.

Fourthly, talk about the key points and difficulties in teaching.

According to the requirements of the new curriculum for graphics and space teaching, we should highlight the inquiry activities and reflect the "process" goal of mathematics curriculum. At the same time, according to the students' existing knowledge level, I established the key and difficult points of this class teaching.

Emphasis: the derivation of the calculation formula of parallelogram area.

Difficulties: Make students understand the relationship between the length and width of the rectangle and the base and height of the parallelogram after the rectangle is cut into rectangles.

Verb (abbreviation of verb) On teaching methods, learning methods and evaluation methods.

Teaching methods: The standard points out that effective mathematics activities can not only rely on imitation and memory, but also hands-on operation, independent exploration and cooperative communication are important ways to learn mathematics. This class adopts situational teaching method and guided inquiry method to organize students to carry out colorful mathematics activities. Fully mobilize students' enthusiasm and initiative in the activities, create a thinking space for them to discover and explore, and let students discover and create better.

Learning style: Mathematics learning activities are full of observation, operation, reasoning, comparison and communication.

Simulation and other exploratory and challenging activities, this class encourages students to explore independently, cooperate and communicate many times, organize students to observe, analyze and discuss carefully, and complete the exploration task through hands-on practice and cooperation in the process of solving practical problems in life.

Evaluation method:

1, properly evaluate students' basic knowledge and skills.

2. Pay attention to the evaluation of students' learning process, learning situation and learning attitude.

3. Pay attention to the evaluation of students' ability to explore and solve problems.

4. The evaluation subjects are diversified, and the methods of self-evaluation, mutual evaluation and teacher evaluation are adopted.

Sixth, talk about the preparation of teaching AIDS.

Teaching AIDS: parallelogram courseware, rectangle, triangle and trapezoid.

Learning tools: Each student has a parallelogram paper and scissors of any size.

Seven, the teaching process theory

In order to better highlight the teaching concept of "independent inquiry" and accomplish the teaching goal efficiently, the following links are designed according to the characteristics of the students in this class.

(A) combined with mathematics life, stimulate the introduction of interest.

Only in this way can we jump out of the old framework of simply talking about knowledge and preaching in mathematics class and let students experience the happiness of mathematics life. At the beginning of the new class, I combined my years of teaching experience: "Four Societies" learn mathematics well (learn to observe and find problems; Learn to think and analyze problems; Learn to discuss and solve problems; Learn to operate and verify the problem. ) as an introduction, stimulate students' desire to actively explore the mysteries of knowledge. Let students understand that learning mathematics is not learning pure and broken mathematical knowledge, but solving practical problems in life, and mathematics should be closely linked with life. In this way, students form positive mathematics learning emotions and make classroom teaching full of vitality.

(B) hands-on practice, multi-dimensional exploration

I asked, "How to compare the areas of rectangles and parallelograms?" This question triggered a group discussion among students. In group learning, students are not bound by anything, use their brains and try their best, which not only achieves the learning effect of everyone's participation and common improvement, but also activates students' thinking, stimulates students' innovative consciousness and cultivates students' spirit of independent cooperation and inquiry. When reporting communication, find the breakthrough point and break through the difficulties. Use the information in the group report to guide students to determine the feasibility of the method. Students came up with many methods, such as counting squares (students have the ability to calculate the area of rectangles), cutting and patching, and so on. These two methods are valuable, because they are not imposed on them by teachers, but the results of students' own research and discussion, which are the gains produced in the classroom. Guiding students to analyze and demonstrate is an important method to develop thinking. Therefore, when students report various answers, I organize students to practice various methods in groups and ask them to explain the practice process, which should be reasonable. Students realize the connection between rectangle and parallelogram in careful operation. They first asked for careful observation (several squares were shown in the courseware), then filled in the form, and finally discussed and summarized: the length of the rectangle is equal to the bottom of the parallelogram, and the width of the rectangle is equal to the height of the parallelogram, and the answer that the two figures have the same area was obtained. This practical operation is actually to organize students to understand the internal relationship between the length of a rectangle and the bottom, width and height of a parallelogram from perceptual to rational. Students carry out cooperative inquiry in sufficient time, the initiative and potential of learning are fully exerted, and students' personality is highlighted. When reporting and communicating, they scrambled to express their opinions. The classroom atmosphere is extremely active, and a democratic, relaxed, harmonious and pleasant atmosphere is naturally formed. Students get positive emotional experience, and at the same time, they are fully prepared for the next step to derive the calculation formula of parallelogram area.

(C) grasp the key links, in-depth derivation and combing

Students' cognition goes from shallow to deep. Through hands-on practice, they already know that the areas of two figures are equal, the length of a rectangle is equal to the base of a parallelogram, and the width and height are equal. These three conclusions are not related in students' thinking, and this connection is the key and difficult point of this class, so students should explore independently and explore new knowledge.

(1) experimental operation

Students cooperate to convert parallelogram into rectangle, and choose group representatives to post the cut and paste graphics on the blackboard. If there are mistakes in students' operation methods, you can demonstrate the correct methods with courseware, so that students can learn how to translate graphics. The arrangement of this link not only exercises students' practical ability, but also develops students' spatial concept, accumulates perceptual experience for further exploring the area formula, and also cultivates students' cooperative spirit.

(2) cooperative inquiry

Through the accumulation of perceptual experience and the results of practice, this paper discusses:

A. Can any parallelogram be cut into rectangles? Does the area change after the parallelogram is converted into a rectangle?

B. What is the relationship between the length of the rectangle and the base of the original parallelogram?

C. What is the relationship between the width of the rectangle and the height of the original parallelogram? Through discussion, the group reached an understanding of * * * and deduced the parallelogram area formula.

(Courseware shows blackboard writing)

In the teaching of new knowledge, students' dominant position should be fully respected, and students can start, talk, think, discover, compare and summarize. Using multimedia courseware, from concrete to abstract, from perceptual to rational, the calculation formula of parallelogram area is gradually deduced, which breaks through the difficulties, solves the key points, and cultivates and develops students' ability.

(D) layered application of new knowledge, and gradually understand the internalization

For new knowledge, students should be organized to consolidate and apply it in time to understand and internalize it.

Effect. Based on the principle of "emphasizing the foundation, testing ability and expanding thinking", I designed the following exercises:

1. Basic exercise: Show fill-in-the-blank questions, true-false questions and multiple-choice questions, and consolidate the derivation process of parallelogram area formula.

2. Popularize exercises: give an example of 1 and a math problem in life. Skilled parallelogram area calculation formula.

3. Divergence exercise: Are the areas of the following parallelograms equal? Why?

This question requires students to use knowledge comprehensively and make logical reasoning, so that students can understand that the areas of equilateral parallelograms are equal.

The whole exercise design part covers all the knowledge points of this lesson, although the amount of questions is not large. The diversity of problem presentation methods has attracted students' attention, filled them with confidence in facing challenges, stimulated students' interest, triggered thinking and developed thinking. At the same time, the arrangement of exercises follows the principle of easy first and then difficult, and goes deep at different levels, which also effectively cultivates students' innovative consciousness and problem-solving ability.

VIII. Summary of lecture.

(Courseware demonstration)

At the end of the class, I asked the students to summarize themselves. Cultivate students' ability to summarize and organize knowledge.

Nine, blackboard writing design

(Courseware demonstration)

I designed the blackboard writing according to the difficulty of this class. There are parallelogram literal formulas, letter formulas and several different letter formulas.

Lecture notes on "area of parallelogram" in primary school mathematics 2. Content analysis;

The arrangement characteristics of elementary knowledge about geometry in the mathematics textbooks of nine-year compulsory education and six-year primary schools are as follows: from the first textbook of senior one, the elementary knowledge about geometry that students can accept is gradually arranged, and the area calculation of rectangles and squares is arranged in the sixth textbook; The understanding of parallelogram, triangle and trapezoid is arranged in the eighth textbook, and its characteristics and concepts of base and height are very clear. The "parallelogram area" in this textbook (Volume 9) is arranged on the basis of students' mastery of the above contents. Therefore, if students want to understand and master the parallelogram area formula, they must use the transfer assimilation theory, and bring the new knowledge of parallelogram area calculation formula into the original cognitive structure based on the area of rectangle and the base and height of parallelogram. In addition, how to learn the area formula of parallelogram is directly related to the learning of the area formula of triangle and trapezoid.

Second, the teaching objectives:

1, so that students can understand and master the parallelogram area calculation formula, and can use the parallelogram area formula to find the parallelogram area.

2. Develop students' spatial thinking ability.

Third, the difficulties in teaching:

Teaching focus:

So that students can correctly calculate the parallelogram area by using the parallelogram area formula.

Teaching difficulties:

The derivation process of parallelogram area formula.

Fourth, teaching AIDS:

1, using the illustrations in the Flash comparison textbook to make composite courseware as a demonstration teaching aid for teachers;

2. Cut a rectangle with a length of 40 cm and a width of 30 cm and a parallelogram cardboard with a bottom of 40 cm and a height of 30 cm as teaching AIDS for teachers to demonstrate;

3. Let each student prepare a parallelogram paper and a pair of scissors.

Verb (abbreviation of verb) teaching link:

According to the new curriculum concept, in order to highlight students' dominant position and teachers' dominant position, I use multimedia courseware to arouse students' enthusiasm and make them think and operate actively, so as to properly complete teaching objectives, teaching priorities and difficulties. I have arranged the following teaching sessions.

(a), review the migration

From known to unknown, that is, introducing new knowledge from old knowledge, guiding students to make analogies and master new concepts. This is an important way to teach abstract mathematics knowledge. The content of "parallelogram area" is closely related to the calculation of rectangular area, which is suitable for teaching in this way.

Specific practices are as follows:

1, show the rectangular teaching aid: a rectangle is 40 cm long and 30 cm wide. How many square centimeters is its area?

2. Show the parallelogram paper and ask: What is this figure? What is a parallelogram? Who can point out its bottom and height? (bottom 40 cm, height 30 cm)

3. Compare the area of rectangle and parallelogram on the blackboard, who is bigger and who is smaller?

Through the review of 1 and 2 questions, students can understand the area formula of rectangle, the concept of parallelogram and the meaning of base and height, and lay a solid foundation for deducing the area formula of parallelogram. Through the practice of the third question, there is suspense, which arouses students' motivation and desire to learn parallelogram area formula, and the teacher leads to a new lesson.

It is not enough to compare the areas of two figures only by naked eye observation. Only by scientifically calculating their areas can we compare them correctly. We will find the area of rectangle, how to calculate the area of parallelogram? We will study this problem in this class.

The title on the blackboard: "the area of parallelogram" enters the second link.

(2), guide the discovery

Here, I turn the abstract into concrete, integrate the illustrations in the book and make a courseware for students to observe and compare.

First, guide students to find out through counting squares that when the length and width of a rectangle are equal to the base and height of a parallelogram, their areas are also equal.

Specific practices are as follows:

1. Show the synthesized Flash courseware, take out a small square, and let the students know that the side length of each small square is 1 cm and the area is 1 cm.

2. Ask the students to look at the rectangle in the picture and count. What are the length, width and area respectively?

3. Show the parallelogram in the picture and ask the students to count it. What is its base, height and area? (If it is less than one grid, it is counted as a half grid. )

4. Observing the statistical data, what do you find?

Then with the help of rectangular area formula, guide students to find the area formula of parallelogram. Specific practices are as follows:

1, Introduction: It is inconvenient to calculate the area with several squares, so it is necessary for us to explore a general method for calculating the area of parallelogram. Are you confident to finish it?

2. Let the students take out the prepared parallelogram paper, make a height from the apex of the parallelogram to the opposite side, and then cut it along this height line with scissors to make the cut two parts into a rectangle.

3. Show the courseware "Transformation Process from Parallelogram to Rectangle" to strengthen students' impression, help students understand and let students observe and think in groups: compare the cut rectangle with the original parallelogram. Question: ① What is the relationship between regions? Why? ② What is the relationship between the length and width of rectangle and the base and height of parallelogram? Why?

4. Guide the students to draw a conclusion: Because the area of a rectangle = length × width, the area of a parallelogram = bottom × height. (blackboard writing)

This formula is expressed by letters. This step needs to make students understand the meaning of each letter and know that S=ah can also be written as S = Ah. (blackboard writing)

6. Guide students to use formulas to solve practical problems. Let the students look at the area formula of parallelogram first, and answer: What conditions do you need to know to find the area of parallelogram? Then let the students compare the area of parallelogram with that of rectangle before the start of the new lesson to ease the suspense. Then let the students think about the examples in the book independently. With the support of the teacher, let the students do it in front of and under the blackboard, and the teacher will patrol and guide.

(3) Consolidate and deepen

According to students' cognitive rules, I designed gradient exercises for students to consolidate and deepen what I have learned, and exercises can be added or deleted according to the situation.

1, find the area of the following parallelogram (unit: cm) (give several parallelogram figures. )

2. Draw two parallelograms between two parallel lines and try to judge who has the largest area, A or B? Talk about your findings.

3. Pave a parallelogram lawn with a bottom of 20m and a height of15m. The lawn price per square meter is 15 yuan. How much does it cost to pave this lawn?

(4), class summary

My summary is mainly to make students clear: to ask for the area of parallelogram, you must know its base and height or measure it.

(5) Blackboard design

Area of parallelogram

Tuloue

Parallelogram area = base × height

S=ah or s = ah.

In this class, students are active explorers in the teaching process, and the role of teachers is to form a situation in which students can explore independently, rather than providing ready-made knowledge. Therefore, multimedia-assisted teaching can create a better learning situation and realize discovery learning.

Lecture notes on parallelogram area of primary school mathematics 3. Hello, judges. I said the topic of the class is the area of parallelogram. I'm going to finish the class from five parts: textbook, preaching method, teaching process and blackboard writing.

First of all, talk about textbooks.

(A) said the status and role of teaching materials

The area of parallelogram is the second unit of the first volume of fifth grade primary school mathematics published by Beijing Normal University. On the basis of learning the characteristics of parallelogram, the area calculation of rectangle and square, the concept of area and the area unit, the teaching is carried out. Students learning this part can lay a foundation for learning the area formulas of triangles and trapeziums in the future. Therefore, this lesson plays a transitional role in primary school mathematics learning.

(B) said the teaching objectives

According to the above understanding and content analysis of the textbook, according to the requirements of the new curriculum standard for mastering the space and graphics of 4-6 classes, and the characteristics of students' cognitive structure, I set the teaching goal of this class as:

1, knowledge goal: the area of parallelogram will be calculated by formula;

2. Ability goal: to understand the process of deriving the parallelogram area calculation formula and cultivate students' ability of abstract generalization.

3. Emotional goal: to develop students' spatial concept and cultivate their thinking ability; Experience the connection between mathematics and life in the process of solving practical problems.

(3) It is difficult to teach.

According to the position and function of teaching materials, teaching objectives, teaching content and students' cognitive ability in the new curriculum standard, I will make a summary of this lesson.

The key point of teaching is that the area of parallelogram can be calculated by formula.

The difficulty in teaching lies in understanding the derivation process of parallelogram area and using formulas to solve practical problems.

Second, talk about learning.

1, before learning today's content, students have mastered the characteristics of parallelogram and the areas of rectangle and square, and accumulated some knowledge.

2. The fifth grade students' thirst for knowledge, ability and curiosity are enhanced, and they begin to think, pursue and explore new things. But thinking in images is dominant, which requires hands-on operation, and understanding knowledge requires concrete physical support.

Three. Oral English teaching methods and learning methods

According to the teaching content of this class, students' thinking characteristics and the new curriculum concept, students are the main body of learning, and teachers are the directors, organizers and collaborators. I intend to adopt the following teaching methods and learning methods:

1. In teaching, I will use multimedia courseware to stimulate students' interest in learning mathematics and motivation for positive thinking, and guide students to actively explore.

2. Hands-on practice, active exploration and cooperative communication are important ways for students to learn mathematics. From intuition to abstraction, it goes deeper and deeper, following the principle of concept teaching and the law of students' cognition. Through hands-on operation, the parallelogram is transformed into a rectangle, and the existing representation is reproduced. With the help of existing knowledge and experience, the calculation formula of parallelogram area is observed, analyzed, compared, reasoned and summarized. Students' dominant position is fully reflected in teaching, and students' enthusiasm and initiative are fully mobilized. Give students more space to carry out inquiry learning and let them think independently in specific operational activities.

3. Satisfy students' thirst for knowledge at different levels and embody the principle of teaching students in accordance with their aptitude. Through flexible and diverse exercises, we can consolidate the calculation method of parallelogram area and improve students' thinking ability.

4. Solve the problems around us in connection with the reality of life, so that students can initially feel the close connection between mathematics and life, experience the application of mathematics, and promote the development of students.

Fourth, talk about the teaching process

(1) Create a situation to stimulate interest introduction.

By creating a situation: Little Rabbit Lele wants to find a grassland with the largest area to eat grass from the three fast grasslands (square, rectangle and parallelogram), but she doesn't know how to calculate which land has the largest area. Please help her solve it. Students can use their previous knowledge to calculate the area of square and rectangular grassland, but they can't calculate the area of parallelogram grassland. The design of this link not only reviews the old knowledge, but also shows that mathematics is around us, thus stimulating students' interest and enthusiasm in learning.

(2) Actively explore and acquire new knowledge.

Students think independently and operate by hand, trying to calculate the area of parallelogram in different ways. According to these methods, the fill-and-dig method is developed. Through the process of transformation-finding relationship-derivation, students can experience operation, observation, analysis, comparison, reasoning and communication, and the calculation formula of parallelogram area is summarized according to the rectangular area formula.

The design of this link cultivates the flexibility of students' thinking and gives full play to students' main role in classroom teaching.

(3) Practical application, consolidation and improvement.

After-class exercises and some variant exercises.

Closely link the teaching content and teaching links, design various mathematical exercises to satisfy the curiosity of students at different levels, embody the principle of teaching students in accordance with their aptitude, and provide students with space for creative thinking.

(4) Connecting with life and deepening application.

Contact life and solve practical problems. The design of this link makes students feel the close connection between mathematics and life, apply what they have learned to solve practical problems and promote the combination of theory and practice.

(5) Summary:

The main purpose of the summary is to make students clear: to ask for the area of parallelogram, you must know its base and height or measure it.

(6) Transfer:

Write an application problem about the area of parallelogram. It is practical and applicable, and encourages students to use mathematical knowledge to solve practical problems in life.

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