Teaching plan of mathematical triangle characteristics in the first volume of the fourth grade of People's Education Press
First, the teaching objectives
1. Through learning, make students know the triangle, know the names of each part of the triangle, and represent the triangle with letters; Knowing the corresponding relationship between the base and the height of a triangle, we can draw the height inside the triangle and have a preliminary understanding of the outer height of the triangle.
2. Perceive the definition of triangle and understand the meaning of "encirclement" in the process of finding, drawing and speaking; Feel the interdependence of triangle base and height in the process of drawing height.
3. Cultivate students' observation ability, drawing ability and mathematical language expression ability through teaching. Accumulate experience in higher mathematics activities of drawing triangles.
4. Cultivate students' good qualities of being willing to think and being brave in questioning. Form the habit of observing life from a mathematical point of view. Experience the close relationship between mathematics and life and cultivate interest in learning mathematics. Cultivate students' concept of space.
First of all, based on the understanding of curriculum standards. The goal of the second section of the Mathematics Curriculum Standard (20 1 1 Edition) stipulates: "Explore the shape, size and position relationship of some graphics, and understand the basic characteristics of some geometric bodies and planar graphics; Master the basic methods of measurement, map recognition and drawing. " In the second part of the "course content", it is put forward: "Understand triangles, explore and master the area formula of triangles, and solve simple practical problems." Today, we will not discuss the area, which will pave the way for the study of triangular area in the future.
The second is based on the interpretation of teaching materials. Triangle Understanding is selected from the compulsory education textbook of People's Education Press? Unit 5 "Triangle" in Book 2 of Grade Four Mathematics belongs to the category of "Graphics and Geometry". Teaching is based on students' intuitive understanding of the bottom and height of triangles, line segments and angles, parallelograms and trapezoid. In plane graphics, triangle is the most basic polygon, and all polygons can be divided into several triangles, and related properties are deduced with the help of triangles. Therefore, the understanding of triangles is the starting point of learning plane graphics knowledge, and also lays the foundation for studying plane geometry and solid geometry in the future. Grasping this part of teaching can not only deepen students' understanding of the surrounding things from the form, but also develop students' spatial concept. Moreover, it can expand students' knowledge in hands-on operation, exploration experiment and application of mathematics in life, gain good experience in mathematics activities, and cultivate students' innovative ability and ability to solve practical problems.
Second, the analysis of learning situation
Through the study of space and graphic content in the first issue of the first volume of the fourth grade, students have an intuitive understanding of triangles and can distinguish triangles from plane graphics. In particular, the study of the unit "parallelogram and trapezoid" in the first volume of grade four prepares students for continuing to learn "the height of triangle" Judging from the characteristics of students' thinking, although the fourth-grade students still think mainly in images, their spatial thinking ability has also developed initially, and they have some experience in mathematical activities such as analysis, synthesis, abstract generalization and induction.
According to the writing intention of the curriculum standard and the teaching material, I decided that the teaching focus of this class is to understand the concept of triangle and draw the height of the specified base. According to the students' existing life experience and knowledge base, I determine that the difficulty of this lesson is to accurately draw the height of the specified bottom edge. Teacher preparation: a set of courseware and a triangular ruler. Students prepare: triangle, pencil, white paper.
Third, study the guidance of law.
To achieve the teaching goal, it is necessary to have appropriate learning methods, teaching methods and certain teaching means. The new curriculum standard points out that teaching activities are the process of active participation, interaction and development of teachers and students. Effective teaching activities are the unity of students' learning and teachers' teaching. Students are the main body of learning, and teachers are the organizers, guides and collaborators of teaching activities. Based on this concept; This course mainly cultivates students' independent inquiry, hands-on operation, observation and analysis, independent thinking, abstract generalization, exchange and display and other learning methods.
Fourth, the choice of teaching methods.
Learning method is certain, and teaching method must correspond to learning method. Ye Shengtao once said: the teacher's teaching is not the total prize, but the camera induction. So in this class, I designed the following teaching methods:
1. Hands-on operation and independent exploration. Draw triangles by hand, arouse students' existing experience and perceive the characteristics of triangles. In the process of drawing the height of triangle, we can further feel the interdependence between the bottom and height of triangle, which lays the foundation for learning the area calculation of triangle.
2. Observation and comparison method. Through students' observation and comparison of different works, we can understand students' understanding of the essence of triangle.
3. Guided discovery method. Teachers can inspire students' thinking in a purposeful, planned and hierarchical way, enhance students' internal motivation to learn, further cultivate students' ability to find, analyze, ask and solve problems, and better understand and consolidate knowledge.
Teaching process of verbs (abbreviation of verb)
Teaching methods should be supported by teaching resources and realized through teaching activities, which need certain procedures to advance. Curriculum standards point out that teachers should start from students' existing knowledge level and familiar life situations, face all students, stimulate students' interest in learning, and pay attention to heuristic and personalized teaching. Teachers should play a leading role, properly handle the relationship between teaching and students' autonomous learning, fully provide students with opportunities to follow mathematical activities, help guide students to understand and master basic mathematical knowledge and skills, experience and apply basic mathematical ideas and methods, and gain basic experience in mathematical activities in the process of independent thinking, independent exploration and cooperation. So, I designed this lesson as the following links:
(A) look at the picture to import and reveal the concept
Courseware shows pictures of ancient pyramids and the third bridge of Ankang Hanjiang River, which helps students feel triangles of various shapes, and at the same time preliminarily feel the role of triangles in bridges and the connection between triangles and real life. Then through the operation of drawing a triangle, let the students recall the triangle, further perceive the essential attributes of the triangle, and try to summarize the meaning of the triangle.
(B) hands-on practice, explore new knowledge
1. Know the names of each part of the triangle and express them in letters.
After understanding the characteristics of triangle, we designed an activity to let students point to the names of triangle parts on the blackboard and give feedback training on the names of triangle parts. Here, we designed a pit for students to tell them when they can't jump out. For the convenience of expression, we can use letters to represent the three vertices of a triangle. Let the students understand the necessity of using letters to represent triangles. At the same time, it can also adjust the classroom atmosphere well.
2. Know the height of the triangle
The base and height of the triangle are the necessary conditions for us to learn the triangle further, and mastering the height of the triangle is also the difficulty in this lesson. The essence of drawing a height in a triangle is "the distance from a point to a straight line". This difficult content is broken through several links: "Teachers demonstrate students' attempts to communicate and show." The triangle * * * has three heights, which guides students to discover and explain themselves inadvertently, and better handles the relationship between teachers and students' autonomous learning.
(3) Consolidate exercises
Classroom practice is a necessary way for students to master mathematics knowledge. Teachers use different levels of practice to make different students have different development in mathematics. Students consolidate what they have learned in the process of practice, and at the same time they can learn useful things and experience the pleasure of success.
(D) Contact with life and use your imagination.
Combine mathematics teaching with students' life experience, mathematize life and cultivate the concept of space.
Life is an inexhaustible source of mathematics learning. How to guide students to grasp the rich relationship between mathematics and life, especially to guide students to look at real life from a mathematical perspective and discover its mathematical connotation, is undoubtedly an important goal that we should pursue in current mathematics teaching. Just how to treat and grasp the relationship between them, we usually have two different directions: one is the abstraction and induction from life to mathematics; Secondly, it is the deduction and imagination from mathematics to life. Before this class, most of us work hard first.
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