The following are the concepts and formulas: name meaning (method) The edge where two faces of an edge intersect is called the vertex of the edge; The point where three sides intersect is called the vertex; Unit of volume is cubic meters; Cubic centimeter; Cubic decimeter; Cuboid's volume length× width× height =abh cube's volume side length× side length =aaa universal volume calculation method; Basement area × height = SH volume conversion unit 1 m3.
What does standard analysis mean in the teaching design of mathematics units?
Teaching material analysis's "area" unit mainly includes what is the area, measuring, swinging and laying floor tiles. What is a region is the beginning of this unit. In order to change the phenomenon of paying attention to area calculation and unit conversion in the past, this set of teaching materials ignores the phenomenon of cultivating and panicking students' concept of space, and lists the meaning of area separately. The textbook arranges the following practical activities: first, create specific life situations, so that students can initially perceive the meaning of area; Secondly, compare the activities of two kinds of graphic area size, and experience the diversity of area size strategy; Third, deepen students' understanding of the area through painting activities. In teaching, we should fully connect with students' life experience, let students give more examples and tell the size of the surface or figure of the objects around them, so that students can have a more perceptual understanding of the area, truly realize the close relationship between mathematics and life, and stimulate students' interest in learning mathematics. In the process of comparison, let students experience the whole process of activities, experience the formation of knowledge, and cultivate and develop students' spatial concept. This course also focuses on cultivating students' creative consciousness and teamwork spirit, so that students can communicate in activities and consciously become the masters of learning. Before the students' analysis, the third-grade students have known the plane figures such as rectangles and squares, and the three-dimensional figures such as cubes and cuboids, understood their characteristics, and learned to calculate the perimeters of rectangles and squares. By the fifth grade, they will also learn to estimate the area of irregular figures. Students also have rich experience in understanding the surface size of objects. Through observation and hands-on operation, we can compare the areas of two graphs. In this activity, students will boldly use learning tools, come up with various strategies to solve problems, and think and choose more scientific and accurate methods. Teaching objectives 1. Combined with the specific situation, through observation, operation and other activities to experience the significance of the area, initially learn to compare the size of the object surface and closed graphics area. 2. By comparing the areas of the two figures, students can understand the diversity of problem-solving strategies, cultivate their practical ability and develop the concept of space. 3. Create purposeful activities to let students experience the process of knowledge formation, cultivate students' awareness and ability of active exploration and unity and cooperation, make students realize the close relationship between mathematics and life, and stimulate students' interest in learning. Teaching preparation 1, teacher preparation: multimedia courseware, learning tool bags (one square and one rectangle, scissors, glue sticks, pieces of paper, coins, etc. ) 2, students prepare: study tool bags (one square and one rectangle, scissors, glue sticks, pieces of paper, coins, etc. ) Learning methods guide observation, comparison, hands-on operation, independent inquiry and teamwork teaching. The difficulty in teaching is to understand the meaning of area and compare the size of two graphic areas. Teaching process: first create the situation, introduce the game into 1, listen to the calculation 10, and collectively get the correct number. The emphasis is 25× 16 2. Teacher: All the students who answered correctly raised their hands and asked two students to sing "Clapping Songs" together to show their encouragement. Okay？ (The whole class moves together) [Comment: Introducing new lessons with clapping songs. The students are in high spirits. Second, preliminary perception, understanding the area of 1. Reveal the meaning of the region. Teacher: When we clap our hands, the place where our hands touch is the palm of our hand. Who will touch the palm of a teacher's hand? Teacher: Where is your palm? Touch your palm. Teacher: (touching the cover of the math book) This is the cover of the math book. Which side of the teacher's palm is bigger than the cover of the math book? Student: The cover of the math book is big, but the palm is small. Teacher: Would you please finish what you just said? Student: The cover of the math book is bigger than the palm, and the palm is smaller than the cover of the math book. Teacher: Hold out your little hand and put it on the cover of the math book. Health 1: The cover of the math book is bigger than my palm. Health 2: My palm is smaller than the cover of a math book. Teacher: Which is bigger, the cover of the math book or the surface of the blackboard? Health: The cover of the math book is smaller than the surface of the blackboard, and the surface of the blackboard is larger than the cover of the math book. Teacher: (referring to the blackboard surface) Like here, the size of the blackboard surface is the area of the blackboard surface. (blackboard writing: area) Can you tell me the cover area of the math book? Student: The size of the cover of a math book is the area of the cover of a math book. Touch and say. Teacher: There are many objects around us, such as tables, stools and exercises. ......
What is your understanding of primary school mathematics teaching design?
How to design effective mathematics teaching in primary schools? How to design an effective primary school mathematics teaching in Dong Liu Studio 456?
Instructional design (ID for short), also known as instructional system design, is oriented to the instructional system and solves teaching problems.
A special design activity is to use modern learning and teaching psychology, communication, teaching media theory and other related theories and technologies to analyze teaching.
Learn the problems and needs, design solutions, try solutions, evaluate the test results and improve the design based on the evaluation.
Cheng. Teaching design is not only a science, but also an art. As a science, it must follow certain educational and teaching laws. be like
As an art, it needs to be integrated into the designer's personal experience, re-created according to the characteristics of teaching materials and students, and at the same time flexible and ingenious.
Using the methods and strategies of instructional design. Then, how to design primary school mathematics teaching, so that it has both the general nature of design and the same
Do you still follow the basic laws of teaching and make it fully reflect the educational wisdom of teaching designers?
R Mager, a famous American expert on instructional design, pointed out that instructional design consists of three basic problems in turn. The first one is "I'll go.
"whatever" means the formulation of teaching objectives; Then there is "how do I get there", including the analysis of learners' initial state, the analysis of teaching content and
Selection of organization, teaching methods and teaching media; Finally, there is "how do I judge where I am", which is the evaluation of teaching. Instructional design is
It is an organic whole composed of goal design, analysis and design of various elements to achieve the goal, and evaluation of teaching effect. Therefore, it is necessary to carry out effective
The design of primary school mathematics teaching must revolve around the above three basic problems.
First, determine the appropriate teaching objectives
Teaching objectives are not only the starting point of teaching activities, but also the preset possible results. The goal of mathematics teaching in primary schools includes not only knowledge and skills.
The requirements of ability also include mathematical thinking, problem solving and students' feelings and attitudes towards mathematics. Different ideas about goals
The solution will form different teaching designs, thus forming different levels of classroom teaching. For example, the same "orientation" class was taught by two teachers.
Teachers set different teaching objectives, thus forming two different levels of teaching design.
A teacher's teaching goal of "determining the position" is: "Master the method of determining the position with' number pairs' and tick it.
Use the "number pair" on the paper to determine the position of the object. Based on this goal, the teacher gave each student a card with columns and rows written on it.
Let the students stand in front with the card in hand, and then find the corresponding position according to the requirements on the card. Under the guidance of the teacher, through the student report.
How to find the right orientation and finally achieve the teaching goal. Judging from the goal determination and teaching process design of this class, the cognitive teaching goal is
Although the teaching design of this subject is simple and students' original knowledge base and life experience are considered, it has caused students' single cognitive development.
And the lack of good emotional experience and the opportunity to use knowledge to solve practical problems.
Another teacher's "fixed-position" teaching goal is like this: "Let students explore and determine in specific situations.
Positioning method, tell the position of an object; Ask students to use "number pairs" to determine the position of objects on square paper; Ask the students about the specific situation.
Feel the close connection between mathematics and life, find and solve mathematical problems independently, gain successful experience from them, and establish confidence in learning mathematics.
. Under the guidance of this goal, the teacher first asked students to try to describe a classmate's position in the class with the simplest mathematical method, and then put the same
Scholars classify and compare different representation methods, and on this basis, they get the same characteristics of different representation methods-they all use the "third group"
The second describes this classmate's position in the class. At this time, the teacher pointed out that the position of this classmate can also be expressed by (3,2).
This method is called "number pair" in mathematics. After teachers and students studied the reading and writing method of "number pair", the teacher designed a game.
Activity-the teacher pointed to a student and asked the student to tell his position by "counting pairs", and other students judged right or wrong; The teacher said, "Count.
Yes, please sit in the corresponding position and stand up. Other students use gestures to judge right and wrong. Finally, the teacher designed an interesting egg-beating game.
Match the numbers representing each student's position. ......
What is the meaning of excellent teaching plan papers in primary school mathematics?
In fact, it is a detailed lesson plan, just more than the explanation of the lesson plan, so it is called an excellent lesson plan paper for primary school mathematics.
How to write high school mathematics teaching design?
This is a lesson plan, but some pictures can't be copied. Please have a look first. If you are satisfied, leave a message on my blog and I will send it to you! !
Teaching objectives
1. On the basis of understanding the derivation process, master the formal characteristics of the standard equation of the circle.
2. Understand the meaning of each letter in the equation, and apply the related properties of the circle to find the standard equation of the circle.
Teaching emphases and difficulties
Emphasis: Understanding and application of the standard equation of circle.
Difficulties: Using the basic knowledge and properties of the circle to find the standard equation of the circle.
Teaching process design
Introduce new courses:
In front of us, we studied the related problems of curve and equation, knowing that we only need to find a representative point on the curve equation to ask for the curve equation, and then simplify the expression by using the properties in the topic.
(2) standards-oriented:
The definition of circle that we learned in junior high school.
The locus of a point on a plane whose distance from a fixed point is equal to a fixed length is a circle.
The fixed point is the center of the circle and the fixed length is the radius.
According to the definition of a circle, the equation of a circle with center c(a, b) and radius r is found.
Let M(x, y) be any point on the circle, the center coordinate is (a, b), and the radius is r, then │CM│=r, that is
Both sides are squares.
+ =
This is the equation of a circle with the center C(a, b) and the radius r, which is called the standard equation of a circle.
If the center of the circle is at the origin. o (0，0)。 That is, A = 0. b = 0。 At this time, the equation of the circle is
Example: (1) Find the equation of a circle with a center of (3, -2) and a radius of 5;
A=3, b=-2, r=5 The equation of a circle is +=25.
(2) Find the center and radius of (x+3)2+(y-4)2=5.
a=-3，b=4，r=
Third, asynchronous training:
Find the equation of a circle that satisfies the following conditions:
(1) center C (-2, 1), passing through point a (2,2);
Analysis: From the definition of a circle, r=|AC|= =5.
And a=-2, b= 1, so the corresponding elements can be substituted into the standard equation.
(2) The center of the circle is c (1, 3), which is tangent to the straight line 3x-4y-6=0;
Analysis: If the circle is tangent to the straight line, the radius connecting the center of the circle and the tangent point is perpendicular to the tangent line, that is, finding the radius is converted into finding the distance from the center of the circle to the straight line, and r= =3 can be obtained from the formula of the distance from the point to the straight line.
And a= 1, b=3, so the corresponding elements can be substituted into the standard equation.
(3) Pass through point A (0, 1) and point B (2, 1) with radius of 5.
Analysis: This question requires that C(a, b), A and B are all points on a circle, so |AC|=r, |BC|=r, and the values of A and B can be obtained by using the distance formula between two points.
Fourth, the standard test:
Find the standard equation of a circle whose center is at the coordinate origin and tangent to the straight line 4x+2y- 1=0.
Five, the class summary:
Two elements of the standard equation of a circle: center and radius.
Six, homework:
Exercise a, 3, (3) and (4) after class.
The answer of the teacher and the student is the same.
Enlighten and guide students to deduce
Ask the students to answer according to the equation form.
Firstly, the characteristics of each question type are analyzed, and then the conditions needed in the standard equation are found by using the properties of the circle and substituted into the equation. Let the students organize the steps by themselves (perform on the blackboard)
Blackboard design:
the standard equation of the circle
First, the definition of a circle: for example, 1, (1) Find the equation of a circle with a center of (3, -2) and a radius of 5;
Second, find the standard equation of circle: (2) find the center and radius of (x+3)2+(y-4)2=5;
Example 2, (1) center C(-2, 1) passes through point a (2,-2);
(2) The center of the circle is c (1, 3), which is tangent to the straight line 3x-4y-6=0;
(3) Pass through point A (0, 1) and point B (2, 1) with radius of 5. ...
What is the significance of carefully designed homework to mathematics teaching?
The content given in the topic is incomplete and the conditions are insufficient, so it is impossible to answer.