Excellent Courseware for Senior High School Mathematics (5 Selected Coursewares)

The design and application of # Courseware # Introduction Courseware must be combined with the objective conditions of teaching content and other aspects, and specific problems should be treated specifically. If you do it properly, you will get unexpected good results. On the contrary, it will be counterproductive. If boring courseware will inevitably make students lose interest in learning, then a well-designed courseware can closely link students' activity psychology, activate their thinking, enhance their interest in learning, and thus greatly improve their enthusiasm. The following is an excellent high school math courseware that has been compiled and shared. Welcome to read and learn from them.

1. Excellent high school mathematics courseware

First, the teaching objectives

Knowledge and skills

On the basis of mastering the standard equation of the circle, we can understand the algebraic characteristics of the general equation of the memory circle, determine the radius of the center of the circle from the general equation of the circle, and master the condition that the equation x+y+Dx+Ey+F=0 represents the circle.

Process and method

By exploring the condition that the equation x+y+Dx+Ey+F=0 represents a circle, the practical ability of students to explore, discover, analyze and solve problems is improved.

Emotional attitudes and values

Infiltrate mathematical thinking methods such as the combination of numbers and shapes, transformation and transformation, improve students' comprehensive quality, encourage students to innovate and be brave in exploration.

Second, the difficulties in teaching

focus

Master the general equation of a circle, and use the undetermined coefficient method to solve the general equation of a circle.

difficulty

The relationship between binary quadratic equation, general equation of circle and standard circle equation.

Third, the teaching process

(1) Review the old knowledge and lead to the topic.

1, review the standard equations of circle, center and radius.

2. Question 1: What is the equation of a circle with a known center (1, -2) and a radius of 2?

2. Excellent high school mathematics courseware

First, the teaching objectives

1. Knowledge and skills

(1) Master the basic skills of drawing three views.

(2) Enrich students' spatial imagination

2. Process and method

Mainly through students' own personal practice and drawing, we can understand the role of the three views.

3. Emotional attitudes and values

(1) Improve students' spatial imagination.

(2) Experience the function of three views.

Second, the focus and difficulty of teaching

Point: Draw a simple assembly of three views.

Difficulties: Identify the space geometry represented by three views.

Third, learning methods and teaching tools.

1. Learning methods: observation, hands-on practice, discussion and analogy.

2. Teaching tools: physical model, triangle.

Fourth, teaching ideas

(A) the creation of scenarios to uncover the theme

"Viewing the peak from the ridge" means that the same object may have different visual effects from different angles. To truly reflect an object, you can look at it from multiple angles. In this lesson, we mainly study three views of space geometry.

In junior high school, we learned three views (front view, side view and top view) of cube, cuboid, cylinder, cone and sphere. Can you draw three views of space geometry?

(b) painting practice.

1. Put the ball and cuboid on the platform and ask the students to draw three views of them. Teachers will patrol, and students can exchange results and discuss after drawing.

2. Teachers guide students to draw three views of a simple assembly by analogy.

(1) Draw three views of the ball on the cuboid.

(2) Draw three views of the mineral water bottle (the object is placed on the desktop)

After painting, students can show their works, communicate with their classmates and sum up their painting experience.

Before making three views, you should carefully observe and understand its basic structural characteristics before drawing.

3. The mutual transformation between three views and geometry.

(1) Display pictures by projection (textbook P 10, figure 1.2-3)

Ask the students to think about the geometry represented by the three views in the picture.

(2) Can you draw three views of the truncated cone?

(3) What is the role of three views in understanding space geometry? What experience do you have?

Teachers patrol the guidance, answer students' learning difficulties, and then let students express their views on the above issues.

Please draw three views of space geometry represented by other objects in 1.2-4 and communicate with other students.

(3) Consolidate exercises

Textbook P 12 exercises 1, 2P 18 exercises 1.2A group 1

(4) inductive arrangement

Ask the students to review and publish how to make three views of space geometry.

Extracurricular exercises

1. Make a triangular pyramid model with quadrangular bottom and congruent sides, and draw its three views.

2. Make a prism model with similar top and bottom surfaces and congruent isosceles trapezoid sides, and draw its three views.

3. Excellent high school mathematics courseware

Teaching objectives:

1. Understand the basic logical structure of the flow chart selection structure.

2, can identify and understand the function of simple block diagram.

3. Be able to use three basic logical structures to design flowcharts to solve simple problems.

Teaching methods:

1, through imitation, operation and exploration, experience the process of designing a flowchart to express and solve problems, and deepen the perception of the flowchart.

2. In the process of solving specific problems, master the drawing method of basic flow chart and three basic logical structures of flow chart.

Teaching process:

First, the problem situation

Situation:

According to the regulations of a railway passenger transport department, the cost of checked baggage between A and B is as follows

Where (unit:) is the weight of luggage.

Try to give an algorithm for calculating the cost (unit: yuan) and draw a flow chart.

Second, student activities.

Students discuss and the teacher guides the students to express.

The solution algorithm is:

Enter the weight of the luggage;

If, then,

Otherwise;

Output the weight and freight of luggage.

The above algorithm can be expressed by the flow chart as follows:

The teacher explained and drew a picture on the page 10, 1-2-6.

In the above charging process, the second step made a judgment.

Third, structural mathematics.

1, select the concept of structure:

The structure that judges first according to the conditions and then decides which operation to perform is called the selection structure.

As shown in the figure: within the dotted box is a selection structure, which contains a judgment box, and it is executed when the condition is true (or "true"), otherwise it is executed.

2. Description:

(1) Some problems need to be analyzed, compared and judged according to given conditions, and different operations should be carried out according to different situations. The realization of this kind of problem needs to choose the design of the structure;

(2) Selection structure is also called branch structure or selection structure. The judgment must be made according to the specified conditions first, and then one of the two branch paths is determined by the judgment result;

(3) In the selection structure shown above, only one of and cannot be executed, but one of the two boxes can be empty, that is, no operation can be performed;

(4) The shape of the flowchart box should be standardized, and the judgment box must be drawn as a diamond, with an entry point and two exit points.

3. Thinking: In the algorithm shown in the figure on page 7 of the textbook, which step is judged?

4. Excellent high school mathematics courseware

First, the teaching objectives

Knowledge and skills:

Understand the concepts of arbitrary angle (including positive angle, negative angle and zero angle) and interval angle.

Process and method:

Can establish a rectangular coordinate system to discuss any angle, can judge the quadrant angle, and can write a set with the same angle at the end; Master the writing of interval angle group.

Emotional attitudes and values:

1 to improve students' reasoning ability;

2. Cultivate students' awareness of application.

Second, the teaching emphasis and difficulty:

Teaching focus:

Understanding the concept of arbitrary angle; Writing of interval angle set.

Teaching difficulties:

A representation of a set with the same angle on the edge of the terminal; Writing of interval angle set.

Third, the teaching process

(A) the introduction of new courses

1, the definition of review angle

The first definition of (1) angle is that a graph composed of two rays with a common endpoint is called an angle.

The second definition of angle is that an angle can be regarded as a graph formed by a ray rotating from one position to another around an endpoint on a plane.

Teach new courses

1, related concepts of angle:

Definition of (1) angle:

An angle can be regarded as a graph formed by a ray rotating from one position to another around an endpoint on a plane.

(2) Name of angle:

note:

(1) "angle α" or "∠ α" can be simplified to "α" without causing confusion;

(2) If α is a zero-degree angle α = 0, the terminal edge of the zero-degree angle coincides with the initial edge;

⑶ The concept of angle has been extended to include positive angle, negative angle and zero angle.

⑤ Exercise: Please tell me how many degrees the angles α, β and γ are?

5. Excellent high school mathematics courseware

First, the teaching objectives