/xxsx/xxsjs/xs5a/xs5 akb/200703/t 2007 03 26 _ 367988 . htm
Mainly teach the knowledge of digital coding.
Through examples in life, let students understand the application of digital coding in solving practical problems, make students explore simple methods of digital coding through observation, comparison and guessing, learn to use digital coding, and initially cultivate students' abstract generalization ability.
"Mathematics Wide Angle" mainly permeates some important mathematical thinking methods to students. Through some examples in daily life, this unit enables students to understand the application of digital coding ideas in solving practical problems, explore simple methods of digital coding through observation, comparison and guessing, enable students to learn to code with numbers, and initially cultivate their abstract generalization ability. The standard points out that in the second period, students should "further understand the role of numbers in daily life, and use numbers to represent things and communicate". In daily life, numbers are widely used, and the students in the first phase have already had a preliminary experience, especially the numbers in the first year. In the "Numbers in Life" part of the textbook, there are already examples of numbers applied in life, such as postal code, house number and license plate number. Numbers can be used not only to represent quantity and order, but also to encode. On the basis of students' life experience and existing knowledge, this unit further understands the application of digital coding in daily life, and carries out simple digital coding through practical activities to cultivate students' mathematical thinking ability.
Digital coding is closely related to our life, such as postal code, ID number and telephone number. These numbers all contain the idea of digital coding, and also provide a lot of convenience for our lives. Using numbers or symbols to describe things can simply and accurately express the objective laws contained in things, and also facilitate our classification, inquiry and statistics.
This unit mainly penetrates the idea of digital coding into students through some examples in life, explores simple methods of digital coding through observation, comparison and guess, and applies them through practical activities. Firstly, the textbook is introduced from the teacher's roll call, which shows that we can distinguish each student in the class by digital coding. Next, case 1 and case 2, through life examples such as postal code and ID number, let students experience the application of digital coding in life, get a preliminary understanding of the structure and meaning of postal code, understand some simple information contained in ID number and the meaning of coding, and explore simple methods of digital coding. Examples 3 and 4 are based on this. Students can code with numbers or letters through two practical activities to deepen their understanding of the idea of digital coding. Example 3 is to ask students to give each student a student number in the school, and example 4 is to ask students to give a book number to the books in the corner of the class or school. Phase comparison 3 is more complicated, and it is coded by combining symbols and numbers. This kind of coding can also be seen everywhere in life, such as car license plate number, train number, plane flight number, cargo model, etc., thus realizing the universality of mathematics application and improving students' interest and enthusiasm in learning mathematics.