Polynomial multiplication mathematics teaching plan;
First, the content analysis of teaching materials
1. Teaching emphasis: the formation process, understanding and application of polynomial multiplication rule.
2. Teaching difficulties: the polynomial multiplication rule is used correctly.
3. Teaching emphasis: Polynomial multiplication should be transformed into single multiplication and polynomial multiplication for operation, and then into single multiplication, so as to tightly buckle this clue.
Second, the analysis of learner characteristics
1. The students in this class have a firm grasp of what they have learned.
Students in this class actively solve problems, which helps to expand their thinking.
3. The students in this class are highly focused and the problem-solving process is serious.
Third, the teaching objectives
1. Knowledge and skill objective: Understand and master the laws of polynomial multiplication.
2. Process and method objectives:
1* * Explore the process of polynomial multiplication, and learn about polynomials and polynomial results through the guide graph;
Step 2*** performs simple polynomial multiplication, so as to achieve the purpose of skillfully performing polynomial multiplication.
3. Emotional attitude goal: cultivate mathematical perception, experience the value of mathematics in practical application, and establish a good learning attitude.
Fourthly, the choice and design of teaching strategies.
1. Heuristic teaching strategy: the popularization of polynomial and polynomial multiplication rules uses heuristic methods to guide students.
2. Demonstration-imitation teaching strategy: demonstrate the problem-solving process in class and students answer questions.
3. Teaching strategy of cooperative learning: Conduct some outward bound training in the form of group and cooperative exchange and discussion.
Verb (abbreviation of verb) teaching environment and resource preparation
1. Teaching environment: Class 11* *.
2. Resource preparation: blackboard, PPT courseware.
Sixth, the teaching process.
First, review and review
1. Concept reading
2. Workbook exercises
Second, situational import
1. The teacher guides the students to review the operation rules of monomial× polynomial.
2. The multiplication of algebraic expressions is actually: monomial x monomial, monomial x polynomial, polynomial x polynomial.
3. Import a book example:
Example: The playground of Xiaoming School is rectangular, one meter long and b meters wide. As shown in the figure, in order to improve the school sports facilities, it is decided to increase the length and width by m and n meters respectively. What is the actual area of the improved school playground?
How to calculate? Group discussion, what did you find from the calculation?
Since * * * M+N * * * * * A+B * * and * * Ma+MB+Na+Nb * * represent the same quantity,
So there is * * * m+n * * * * a+b * * * = ma+MB+na+nb.
Third, explore the law and application.
1. According to the laws of multiplication and distribution, we can also get the following equation:
***m+n******a+b***=ma+mb+na+nb
2. Let students understand the theoretical basis of the law: the distribution law of multiplication to addition.
Fourth, give examples to illustrate consolidation exercises.
Example 1 calculation
* * * 1 * * * * * * x+2 * * * * * * x+3 * * * * * * 2 * * * * * * 3x- 1 * * * * * * 2x+ 1 * * * * * * 3 * * * * * * a+3 * * * * * * a+5 * * *
Example 2 Calculation:
* * * 1 * * * * * * x-3y * * * * * * x+7y * * * * * * 2 * * * * * * 2x+5y * * * * * * 3x-y * * * * * * 3 * * * * * * xy-6 * * * * * * xy+7 * * *
***4******2x-3y******2x-3y***
Example 3 Calculation:
Book exercises on pages 29 and 32.
Verb (abbreviation of verb) expansion exercise
* * * 1 * * * 3 * * * m-n * * * * * * 2m+3n * * * * * * 2 * * *-2/3 * * * x-4 * * * * * * 3x+ 1 * * *
1. Teacher activities: give examples and ask questions.
2. Student activities: participate in answering, exploring and understanding examples.
Sixth, the class summary
1. Polynomial Multiplication Law
2. Pay attention to the order of solving problems
Reflections on the teaching of polynomial multiplication;
The content of this lesson is to learn the law of polynomial multiplication. According to the preparation of teaching plan and teaching design, there is less time to review the imported scenes. However, in the process of implementation, it is relatively difficult for students to introduce the content of this lesson by letters, compared with the multiplication of monomials and polynomials they have learned before, so it takes longer to get the results.
In later exercises, some students were careless, or omitted, or miscalculated. It's a little worse than expected
3. Think about gains and losses:
Through the teaching of this course, the guided teaching method is fully adopted, so that students can explore and summarize new concepts and laws independently, and cultivate their autonomous learning ability and induction and generalization ability. In the process of practice and explanation, students discuss and analyze themselves, and the classroom atmosphere is also very good, which drives the classroom learning atmosphere.
Relatively speaking, this class takes a long time in the exercise completion stage and the scene introduction stage before class, so there is no more time for students to complete more exercises and related expansion parts. But through class summary and homework practice, students are given the opportunity to expand.
In short, there are gains and losses in this class. Generally speaking, the teaching purpose has been achieved, and the students' ability and thinking have also formed a good teaching atmosphere. The loss outweighs the gain, and some shortcomings need to be improved.
Four. Comments and suggestions:
This class was attended by my instructor, and I recorded and studied in the form of lectures. After the classroom teaching, I had some communication and discussion with my master, told him the lesson plan and teaching process of this course, listened to his relevant opinions, and discussed with him the situation of students' classes and professors.
Both the master and I think there is nothing wrong with the expected design of this class. The most important thing is the scene import process before class. Students should be more familiar with the previous concepts, and they should be able to speed up the introduction process in a teacher-led way to speed up the pace of the classroom. In the later practice part, you can do more expansion exercises to deepen students' impression and consolidate the knowledge points of this lesson. In the last part of the class summary, students can cultivate their autonomous ability through self-induction.