Graphic teaching plan for mathematics understanding in the first grade of primary school
I. teaching material analysis 1 Teaching content
Mathematics (Beijing Normal University Edition), the standard experimental textbook of compulsory education curriculum, Volume II, Unit 4, Lesson 1, "Interesting Graphics".
2. Analysis of teaching materials
The part of "Understanding Graphics" is the first lesson of this textbook "Interesting Graphics". It is based on the understanding of three-dimensional graphics in the first volume, which makes students have a preliminary understanding of plane graphics and lays the foundation for further learning geometry knowledge. The textbook embodies the design idea from three-dimensional to plane, and pays attention to letting students experience the relationship between face and body through operation activities.
3. Teaching objectives
Knowledge goal: through observation, operation and other activities, we can initially recognize and identify rectangles, squares, triangles and circles, and realize that "face" is on "body".
Ability goal: form space concept and innovation consciousness in the process of hands-on operation.
Emotional goal: through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life and stimulate students' interest in mathematics learning.
4. Teaching focus
Can recognize these four kinds of graphics.
5. Teaching difficulties
Experience the face in the body.
6. Teaching preparation
Multimedia courseware, some three-dimensional graphics, some plane graphics, white paper, crayons, etc.
Second, the teaching law
This teaching activity presents the teaching content in the mode of "problem situation-modeling-explanation and application", focusing on making students experience the process of inquiry modeling from three-dimensional to plane, taking students' development as the foundation, emphasizing the cultivation of students' spatial concept, integrating learning methods such as observation, operation, communication and cooperation, and focusing on making students learn through operation experience.
Third, the teaching process
(A) the creation of situations, the introduction of new courses
(Courseware Demonstration: Beautiful Castle)
Our good friend, Naughty, took us to a beautiful castle. In this castle, there are various shapes of graphics. Please recognize them and say their names.
Cuboid, cube, cylinder and sphere are all three-dimensional figures. In the castle of graphics, in addition to the three-dimensional graphics family, there is also a huge family, that is, plane graphics.
(Courseware demonstration: plane graphics)
Students try to say the names of the pictures they know.
Reveal the theme: Today, let's get to know these plane figures together.
(blackboard writing: knowing graphics)
(Combining with students' existing knowledge background, starting with common objects, let students know and understand plane graphics and enrich their perceptual knowledge of plane graphics. )
(B) business exchanges, exploring new knowledge
1, perception of "face" on "body"
(1) Observe the operation.
Requirements: These plane graphics are hidden in objects on everyone's desktop. Please find, touch and talk, and take action quickly!
(2) Reporting and communication
Say: What figure did you find on what object? Touch the face of the person you are looking for again. How do you feel? The main feature of guiding students to say "face" is flatness. )
Let the students feel by themselves through the activity of "touching" and realize that every face of an object is flat. )
(3) guiding discovery
(The courseware demonstrates the separation process of "face" from "body")
Teacher: Through the observation just now, it is found that the homes of these plane graphics all live in three-dimensional graphics.
(Through "seeing", the initial experience is on the body)
2. Hands-on operation and cooperative learning
(1) Teacher's inspiration: Who can think of a good way to take these plane graphics out of the three-dimensional graphics and leave them on the white paper on the table?
(This requirement is both challenging, exploratory and operable. )
(2) Team cooperation.
(3) The methods of reporting and communication are different.
Guide students to come up with a variety of methods (sketch, painting, printing, etc.). ) and give them praise.
Give students the opportunity to "speak", let them state the operation process, express their personal feelings, cultivate the order of language and promote the logic of thinking. )
Through this kind of "learning by doing", let students actively participate in the operation process, experience the formation process of plane, help students establish the spatial concept of plane graphics, and break through the difficulties of this lesson. Realize the experience of mathematics learning, highlight students' autonomy and creativity in learning, realize the reform of teaching and learning methods, and embody the curriculum values based on students' development. )
3. Summary
We found a rectangle from a cuboid, a square from a cube, a triangle from a triangular prism and a circle from a cylinder. We also found that these characters have flat faces and only one face. Therefore, these figures are called plane figures.
4. Game: I said you want to
Try what you know. The teacher said a graphic name, please close your eyes and think about it, and draw a picture with your fingers.
You can have interactive exercises between your deskmates.
By letting students close their eyes and imagine the graphics they have learned, they can cultivate their spatial imagination and effectively develop their spatial concepts. )
(3) Consolidate and deepen, migrate and expand.
1, Lianyilian: Connect the picture with the name.
The presentation of variant graphics can help students to better summarize the obtained properties and characteristics into similar objects, so that students can have a further understanding of graphics in induction. )
2. Find out: Where have you seen such a figure in your life?
The teacher first guides the students to see which objects in the classroom have such figures, and asks them to leave their seats to find, point and touch them, and then tells them what they have found. )
Teacher: Actually, we can also see these figures on the way home. Now, let's go to the street and have a look!
Say: What are the shapes of these traffic signs?
(Courseware demonstration: introducing the function of traffic signs and infiltrating traffic safety education)
Combine the graphics you know in math class with the real things in life to deepen your understanding of these graphics. With the help of the real situation in life, guide students to observe life, realize that there is mathematics everywhere in life, and stimulate students' interest in learning mathematics. )
3. Find friends (further experience "face" from "body". )
4. Counting, counting, counting, counting, which plane figures each figure consists of?
Step 5 fight together
Today, the children are doing well in this class. Teacher Hu will reward each group with a gift. Please open the gift bag (there are several flat graphics in it) and spell out what you like with the graphics inside.
(1) Group cooperation
(2) exchange and display. Say, what do you spell? What graphics are used?
Expand students' thinking, develop students' hands-on operation ability and innovation ability, satisfy students' creative desire and cultivate students' awareness of mathematics application. Through the exhibition, students can learn to appreciate themselves, appreciate each other and cultivate self-confidence. )
Graphic teaching plan of mathematics understanding in grade two and grade one of primary school
Teaching goal: 1, knowledge and skills: can further understand squares, rectangles, triangles and circles;
2. Process and method: Through practical operation, cultivate students' imagination and creativity, and improve students' discrimination ability and interest in learning.
3. Emotion, attitude and values: In the process of understanding the four kinds of graphics, you can preliminarily summarize the essential characteristics of various graphics in your own words;
Teaching focus:
1, you can summarize the essential characteristics of each graph in your own words;
2. Be able to use what you have learned to combine patterns.
Learning aid preparation:
1, one set of building blocks for each group;
2. A square and rectangular piece of paper is used for folding;
3. A piece of colored cardboard and various graphics for students to puzzle.
Teaching process:
First, create situations and introduce new lessons.
1, riddle guessing (before class): Let the children guess the riddle they brought to everyone, and then the teacher said, "I also brought you a riddle today. Let's guess: little guy, wooden head, he is good at building houses and bridges, and the children like him. " (Building blocks)
2. Introduction: Do you like playing with building blocks? Raise your hand if you like children? But today we are not here to play with building blocks, but to see building blocks; Now, please ask each child to choose your favorite building block. Please raise your hand if you choose the right one?
(Design intention: By introducing the building blocks that students like, it is easy to arouse students' interest and let children enter the learning state quickly. )
Second, to stimulate interest in practical activities
1, initial perception (touch, trace)
(1) Activity: Please touch the front of the building block with your hands. Can you draw the face you touched on this white paper with a watercolor pen? Let's listen to music, compare and see which child draws fast and well!
(2) Presentation: Can you show us your drawings? Draw a student's work and paste it on the blackboard, then ask, "Are these figures different?" Post different shapes
(3) Understanding the topic: Please see that these figures were all drawn by our children. Did you see it clearly? In order to make everyone see them more clearly, the teacher enlarged them on the screen. Do you know him? Show while knowing: square, rectangle, triangle, circle. Today, in this class, we will learn about these figures. Display theme: Understanding graphics
(4) Connecting with reality: Ask children to think about what objects in our lives have these shapes. Students speak freely.
2. Know the characteristics
(1) Observation and communication: Just now, the children gave many examples in life. Now, please observe these numbers on the screen carefully. Think about it, what are their characteristics? Let each child choose your favorite figure, find out its characteristics and tell everyone in the group first. The teacher will patrol to find out the situation.
(2) Report:
A: Which child can bravely stand up and tell us about the characteristics of the graphics you chose?
B: Which child chose a different graphic? Speak freely and praise appropriately. A square is a square, a rectangle is flat, a triangle is pointed, and it is round. )
(3) comparison.
Which of these figures do you think look similar? (Rectangular and Square)
What are the similarities between them? What's the difference (4 sides and 4 corners)? (Four sides are equal or unequal)
(4) origami verification
A: It's clever of you to find that the four sides of a square are equal, the top and bottom of a rectangle are equal, and the left and right sides are equal. So which child has a good way to test xxx's idea? (origami)
B: Then let's use this kid's method to fold this square piece of paper again with the teacher. (Fold in half) What do you find when you fold it like this? (turns into a rectangle) What else did you find? (The two sides are stacked together and evenly matched. What did you find when you folded it like this? Turn into a triangle with equal sides. )
Summary: So the four sides of a square are equal.
D: Can you use this rectangular paper to verify that the upper and lower sides of the rectangle are equal, and the left and right sides are equal? Please give me a discount.
E: Take the students to the stage to give a speech and praise them collectively.
(5) swing.
A: Can you swing it with a toothpick according to the characteristics of squares and rectangles? Students' activities and teachers' appropriate guidance.
The physical projection is correct. Raise your hand with different postures?
(Design intention: Through students' hands-on operation, students can experience the formation process of knowledge, which is beneficial to students' cognition; On the basis of students' perception, further let students imagine the shapes of these figures, which is conducive to the development of students' spatial concept. )
Three. Summarize and review
It's amazing that children can talk, find and release! Now, please recall, how many kinds of graphics did you know in class today? What kind are they?
Fourth, deepen practice.
1, courseware demonstration
Ask questions:
What is the (1) graph?
(2) What kinds of graphics are there? Please count how many squares are there? What are the three? Can you show it to everyone? The courseware flashes. What about the rectangle? How many triangles are there? Count together. What about the circle?
Step 2: Difficult problems
(1) Display model: Look, what image is this? Find out what figures are in this picture. Can you spell out a beautiful picture with these numbers in the envelope? Listen to the music and compare which group of pictures is the most beautiful.
(2) Group cooperation activities.
Graphic teaching plan of mathematical understanding in grade three and grade one of primary school
Teaching objectives? 1. Knowledge goal: Through observation, operation and other activities, preliminarily recognize and identify rectangles, squares, triangles and circles, and realize that "face" is on "body".
2. Ability goal: to form a sense of space and innovation in the process of hands-on operation.
3. Emotional goal: Through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life and stimulate students' interest in mathematics learning.
Teaching emphasis: I can recognize these four kinds of graphics.
Teaching difficulty: understanding the "face" in "body"
Teaching preparation: multimedia courseware, some three-dimensional graphics, some plane graphics, white paper, crayons, etc.
Teaching rules:
This teaching activity presents the teaching content in the mode of "problem situation-modeling-explanation and application", focusing on making students experience the process of inquiry modeling from three-dimensional to plane, taking students' development as the foundation, emphasizing the cultivation of students' spatial concept, integrating learning methods such as observation, operation, communication and cooperation, and focusing on making students learn through operation experience.
Teaching process:
First, the scene import, revealing the topic
1, classmates, today the lovely puppy Beibei invited some graphic friends to everyone. Do you want to know what graphic friends they are? Let's go and have a look! (Demonstration courseware)
2. Do you know these friends? Who can name them?
(cylinder, cube, cuboid, triangular prism)
Who knows the name of the fourth friend? (Triangle) Do you have any different opinions? (triangle)
In fact, this picture friend is called triangular prism. Who can repeat what the teacher said? Who can say that again?
3. These friends are really naughty. They jumped to the ground one by one. The ground was wet and there were footprints everywhere. Can you guess what shape footprints they will leave? Talk to your deskmate first.
Who can tell me what shape footprints these friends will leave? The cylinder will leave ... Why? The Rubik's Cube will stay ...? The cuboid will leave ... The triangular prism will leave ... The footprints left by these objects are some interesting graphic friends we want to meet today. Words on the blackboard: interesting graphics
Second, recognize the graphics while playing.
Do you know my graphic friend? (Cube) Can you find the cube? Hold it up and see if you have any questions. What figures can you find from the surface of the cube? (Square) Blackboard: Square. How many squares did you find? (6) Who can go to the front and touch the square you found? Let's touch it and count the squares together, shall we?
Use the method just now to look at the surface of your favorite object and see what other graphic friends you can find.
Health report: I found a circle on the cylinder and a rectangle on the cuboid. ...
(Holding up the circle) Do you know whose footprint this is? Does anyone know how the teacher left footprints on the paper? Is there any other way for these graphic friends to leave footprints on your paper?
Discuss it in groups of four and tell me what else to do.
The method of free reporting
Teachers' Multimedia Demonstration Method
The first method: printing, and the second method: drawing. Who can tell me what to pay attention to in the second method? (Hold it down and don't move)
The third method is cutting.
Next, please choose the object you like and let it leave beautiful footprints on your paper in the way you like! (hands-on operation)
Who wants to show the work?
Let's take a closer look at the difference between a square and a rectangle. )
Next, please close your eyes and imagine these figures. I will name these figures. Will you raise your hand and draw a picture in the air? (Square, rectangle, triangle, circle)
Writing on the blackboard: understanding graphics
Triangle, square, rectangle, circle
Third, the guessing mode.
Next, please open your eyes. Teacher, there is a magic bag, which contains the teacher's graphic friends and the new graphic friends I met today. Who can tell their names by touching them without looking? (Who will try? )
Who can divide these friends into two categories?
Why do you want to divide it like this?
What is the difference between "body" and "shape"
Fourth, remember Chinese graphics.
The students are great. They can distinguish various shapes. Let's do an interesting exercise together, shall we?
In fact, these figures can be seen not only in books, but also in our daily life. Let's have a look, shall we?
1. Pointing to one of the safety signs, ask: What does this sign tell us? (footbridges, special facilities for the disabled, pay attention to pedestrians at school intersections and parking lots)
Let's look at the shapes of these safety signs.
2. Can you also tell me which objects in life are rectangles, squares, triangles and circles? There are four people in a group. Let's talk in the group first.
Which objects have rectangular faces? (Windows, blackboards, pencil boxes, books ...)
2. Which objects have square faces? (Rubik's cube, square box ...)
3. Which objects have triangular faces? (Triangle board, triangle red flag ...)
4. Which objects have round faces? (Coke bottle face, pencil face up and down ...)
Verb (abbreviation of verb) Activity 5: Swing figure in motion
These figures can not only be used in daily life, but also be combined into beautiful patterns if they are properly combined. Here are the beautiful patterns made by the teacher combining these figures. Shall we enjoy them together?
1, courseware display mode
Aren't these patterns beautiful? Do you want to fight for it? You can spell it with graphics or draw it with colored strokes. Try it yourself first, and then work in groups of four to see which group of works is the most exciting.
Step 2 make patterns by hand
3. Which group will introduce your work?
Tell me what you have learned from this course.