Translation and rotation are new contents in the new curriculum, aiming at strengthening the cultivation of students' spatial concept. Translation and rotation are common phenomena in students' daily life. In the mathematical sense, translation and rotation are two basic graphic transformations, which play a great role in helping students establish the concept of space and master the mathematical thinking method of transformation. When an object or figure moves in a straight line without changing its direction, it can be approximately considered as a translation phenomenon. When an object moves around a point or an axis, it can be approximately regarded as a rotation phenomenon. When introducing these two phenomena in textbooks, we should pay attention to students' life experience, so that students can initially perceive translation and rotation and realize their different characteristics. In addition, the textbook also enables students to master the translation of the graphics by translating the graphics on the square paper, and draw the translated graphics in the horizontal or vertical direction.

There are many translation and rotation phenomena in real life, which are important resources for teaching. This lesson is demonstrated by courseware, which allows students to judge examples intuitively and cultivate their feelings in thinking. At the same time, the design of the whole class pays attention to expanding in practice, and the design of practice is from shallow to deep, highlighting changes and cultivating students' observation and thinking ability.

Object analysis:

From the cognitive development of children's spatial perception, it is from static spatial perception to dynamic spatial perception of perceptual translation and rotation. The translation and rotation of objects are not unfamiliar in students' life, and they have some perceptual knowledge, but as a mathematical concept, it is the first time to meet students. Therefore, guiding students to perceive the characteristics of translation and rotation from their favorite life scenes can stimulate students' interest in learning. Because the students in this period are in the stage of intuitive thinking, they are often confused by superficial phenomena when observing the translation of graphics. Most students regard the distance between two pictures as the translation distance.

Teaching objectives:

1. Knowledge and skills: Through students' reappearance of translation and rotation phenomena in life and their activities and classification in teaching, students can feel translation and rotation, correctly judge the direction and distance of translation of simple graphics on grid paper, and initially establish the positional relationship of graphics and the appearance of their changes.

2. Process and method: The distance of a graphic translation can be studied by comparing the distance between two corresponding parts before and after translation.

3. Emotion, attitude and values: Let students realize that there is mathematics everywhere in life, and using mathematical knowledge can solve simple mathematical problems in life.

Teaching emphasis: Understanding the translation and rotation of objects or figures can correctly distinguish the two phenomena.

Teaching difficulty: You can draw a simple figure with horizontal or vertical translation on a square paper.