As an excellent faculty member, it may be necessary to write class notes, which can effectively improve teaching efficiency. How should I write a speech? The following is an excellent model essay (6 in general) of classic lectures on senior high school mathematics, which I compiled for you. I hope it will help you.
Excellent Lecture Notes on Senior High School Mathematics Classics 1 I. teaching material analysis
1, textbook content
This lesson is the first lesson of the simple nature of function in Chapter 2 of Function Concept and Basic Elementary Function Ⅰ published by Jiangsu Education Press. This lesson mainly studies the definitions of increasing function and subtraction function, and applies the definitions to solve some simple problems.
2. The position and function of teaching materials.
The property of function is the cornerstone of studying function, and the monotonicity of function is the first property to be studied. Through the study of this lesson, students can understand the concept of monotonicity of function, master the steps to prove monotonicity of function, and use monotonicity knowledge to solve some simple practical problems. Through the above activities, we can deepen our understanding of the nature of functions. Monotonicity of function is not only the continuation and expansion of the concept of function that students have learned, but also the basis for further study of monotonicity of exponential function, logarithmic function and trigonometric function. In addition, it is also widely used in the size of comparison numbers, qualitative analysis of functions and related mathematical synthesis problems. It is one of the core knowledge that plays a connecting role in the whole senior high school mathematics. From the perspective of methodology, this part of the teaching process also permeated with mathematical thinking methods such as exploration and discovery, combination of numbers and shapes, induction and transformation.
3. Teaching objectives
(1) Knowledge and skills: enable students to understand the concept of monotonicity of functions and master the method of judging monotonicity of functions;
(2) Process and method: Starting from real life problems, guide students to explore the concept of monotonicity of function independently, apply the definitions of image and monotonicity to solve the problem of monotonicity of function, let students understand the mathematical thinking method of combining numbers and shapes, and cultivate students' ability to find, analyze and solve problems.
(3) Emotion, attitude and values: let students experience the scientific function, symbolic function and tool function of mathematics, and cultivate students' good mathematical thinking quality of intuitive observation, exploration and discovery and scientific demonstration.
4. Key points and difficulties
The concept of monotonicity of teaching focus (1) function;
(2) Using the definition of monotonicity to judge the monotonicity of some functions.
Knowledge formation of monotonicity of teaching difficulty (1) function;
(2) Using the definition and monotonicity of function image to judge and prove the monotonicity of function.
Second, the analysis of teaching methods and the guidance of learning methods.
This lesson is an abstract mathematical concept lesson, so we should pay attention to the teaching methods:
1. Introduce topics through real-life problems that students are familiar with, create situations for concept learning, narrow the distance between mathematics and reality, stimulate students' thirst for knowledge, and mobilize students' enthusiasm for participation.
2. In the process of using definition to solve problems, closely follow the key sentences in the definition, and complete all kinds of difficult breakthroughs one by one through the participation of students, thus solving all kinds of problems.
3. While encouraging students to participate, the leading role of teachers can not be ignored. It is embodied in questions, comments and standardized writing. Students should be taught clear thinking, rigorous reasoning and successful written expression.
4. Modern teaching methods such as projector and multimedia are adopted to increase teaching capacity and intuition.
In legal research:
1. Let students question, try, summarize, summarize and apply from problems, and cultivate students' ability to discover, study and solve problems.
2. Let students intuitively enlighten their thinking with graphics, and complete the leap from perceptual knowledge to rational thinking through the construction of positive and negative examples.
Excellent Lecture Notes of Senior High School Mathematics Classics 2 I. teaching material analysis:
1, the position and function of teaching materials:
Linear programming is an important branch of operational research, which is widely used in real life. This section is based on the study of inequality and linear equation, using the related knowledge of inequality and linear equation. It is a deepening and re-understanding of binary linear inequality. Through this part of the study, students can further understand the application of mathematics in solving practical problems, experience the thinking method of combining numbers with shapes, and cultivate students' interest in learning mathematics, their awareness of applying mathematics and their ability to solve practical problems.
2. Teaching emphases and difficulties:
Key points: draw feasible areas; In the feasible region, the optimal solution of linear programming problem is obtained accurately by graphic method.
Difficulty: In the feasible region, the optimal solution of linear programming problem can be obtained accurately by graphic method.
Second, the target analysis:
Under the guidance of the new curriculum standard "learning mathematics, doing mathematics and using mathematics", the teaching objectives of this course are divided into knowledge objectives, ability objectives and emotional objectives.
Knowledge goal:
1, understand the meaning of linear programming, understand the concepts of linear constraint, linear objective function, feasible solution, feasible region and optimal solution;
2. Understand the graphic method of linear programming;
3. The graphic method will be used to find the optimal solution of the linear objective function.
Ability goal:
1. Cultivate students' observation ability and understanding ability in the process of solving problems by graphic method.
2. In the process of variant training, cultivate students' analytical ability and exploration ability.
3. Cultivate students' ability to solve and reduce problems when their perceptual knowledge of specific cases rises to rational knowledge of linear programming.
Emotional goals:
1, let students experience that mathematics comes from and serves life, experience the role of mathematics in building an economical society, and taste the fun of learning mathematics.
2. Let students experience mathematical activities full of exploration and creation, and cultivate students' spirit of diligent thinking and courage to explore;
3. Let students learn to observe things from the viewpoint of movement, understand the dialectical relationship between things from general to special and from special to general, and infiltrate the thought of dialectical materialism epistemology.
Third, the process analysis:
Create situations and ask questions:
At the beginning of classroom teaching, I used a set of vivid animations (with pictures) to describe that in the magical kingdom of mathematics, there is an algorithm that is widely used in the fields of industry and agriculture, military affairs, transportation, decision management and planning. It saved hundreds of millions of wealth and was listed as one of the top ten algorithms that had the greatest influence on scientific development and engineering practice in the 20th century. Why is it so attractive? What kind of magic algorithm is it? I use the passion of scenery and emotion to stimulate thinking, ignite students' thirst for knowledge and guide them into learning situations.
Excellent Lecture Notes of Senior High School Mathematics Classics 3 I. teaching material analysis
The position and function of teaching materials
Expectation is one of the important concepts in probability theory and mathematical statistics, and it is a characteristic number reflecting the distribution of random variables. Learning expectation paves the way for learning probability statistics in the future. At the same time, it is widely used in the fields of market forecasting, economic statistics, risk and decision-making, which has a far-reaching impact on the future research of mathematics and related disciplines.
Teaching emphases and difficulties
Emphasis: the concept of expectation of discrete random variables and its practical significance.
Difficulty: the practical application of discrete random variable expectation.
[Theoretical Basis] This course is a new teaching of concepts. The concepts themselves are abstract and difficult for students to understand. Therefore, the teaching of expectation concept of discrete random variables is the focus of this course. In addition, it is difficult for students to apply concepts to solve practical problems for the first time, so it is regarded as the teaching difficulty of this course.
Second, the teaching objectives
[Knowledge and Skills Objectives]
Through examples, let students understand the expectation concept of discrete random variables and its practical significance.
It can calculate the expectation of simple discrete random variables and solve some practical problems.
[Process and Method Objectives]
Through the process of concept construction, students can further understand the ideas from special to general, and cultivate reasonable reasoning ability such as induction and generalization.
Through practical application, students' ability to abstract practical problems into mathematical problems and their awareness of mathematical application are cultivated.
[Emotional and Attitude Goals]
By creating situations, we can stimulate students' feelings of learning mathematics and cultivate their rigorous attitude towards learning. Cultivate students' spirit of active exploration in the process of analyzing and solving problems, so as to realize their own value.
Third, the choice of teaching methods.
Guided discovery method
Fourth, study the guidance of law.
"It is better to teach people to fish than to teach them to fish", and pay attention to giving full play to students' subjectivity, so that students can learn how to find, analyze and solve problems in their studies.
Excellent Lecture Notes of Senior High School Mathematics Classics 4 1, teaching material analysis.
1 —— 1 Teaching content and knowledge points
(1) The content of this lesson is the last content in the third quarter of Chapter 7 of the second volume of senior high school mathematics.
(2) Including knowledge points: the distance formula from a point to a straight line and the distance formula of two parallel lines.
1-2 the position, function and context of teaching materials
This lesson is the last content of the positional relationship between two straight lines. Before that, there was a qualitative description of the positional relationship between two straight lines: parallel and vertical, and a quantitative description of the intersecting two lines: included angle and intersection point. Then there is the quadratic curve equation, so this section is not only a review of the vertical lines and intersection points of the first two lines, but also a set of tools for calculating the distance between points and lines (in the combined graph composed of straight lines and quadratic curves).
It can be seen that this lesson has the function of connecting the past with the future.
1-3 syllabus requirements
Master the distance formula from point to straight line.
1-4 requirements of college entrance examination outline and its presentation form in college entrance examination
Master the distance formula from point to straight line. In recent years, in the college entrance examination, it is usually based on the combination figure of straight line and conic curve to judge the position of straight line and conic curve or form a triangle to find the height, which involves absolute value, vertical line and minimum value.
1-5 teaching objectives and determination basis
Teaching objectives
(1) Master the concept, formula and derivation process of the distance from point to straight line, and use the formula to find the distance from point to straight line.
(2) Cultivate students' inquiry thinking method and research ability from special to general.
(3) Understand the dialectical thought of the interrelation and transformation between things, and cultivate students' ability to transform knowledge.
(4) Infiltrate humanistic spirit and pay attention to students' wisdom acquisition and emotional development.
Determine the basis:
Mathematics Teaching Syllabus for Full-time Senior High Schools (version 1, April 2002), Curriculum Reform Outline for Basic Education (for Trial Implementation) and Notes for College Entrance Examination (2004) formulated by People's Republic of China (PRC) and the Ministry of Education.
1-6 teaching emphases, difficulties and emphases
(1) Key point: distance formula from point to straight line.
Determination basis: It is determined by the position of this section in the textbook.
(2) Difficulties: Deduction of the formula of the distance from point to straight line.
Judgment basis: nature is deduced according to the definition, but the calculation is complicated; The equal product method is simple, but the thinking is unnatural, students are easy to be passive, and the subjectivity is not reflected.
Analyzing and solving the "exploratory problem group" can break through the difficulties.
(3) The key is to realize two transformations. Firstly, the distance between the point and the line is converted into the distance from the fixed point to the vertical foot; The other is to convert the distance between the three vertices in a right triangle by equal product method.
2. Teaching methods
2- 1 discovery method: in order to cultivate students' goal of inquiry thinking, teachers' leading role and students' subjectivity are organically combined in the teaching process, so that students can study happily and consciously, and students can be guided and inspired to analyze, discover, compare and demonstrate by practicing "trial problem sets" by themselves, thus forming a complete mathematical model.
Determine the basis:
(1) American educator Paulia's three principles of teaching and learning: active learning principle, best motivation principle and step by step principle.
(2) The dialectical thought that things are interrelated and mutually transformed.
2-2 Teaching AIDS: multimedia, blackboard and other traditional teaching AIDS.
Step 3 study law
3- 1 discovery method: enriching students' mathematical activities. Through practice, observation, analysis and exploration, students find their own methods to solve problems, draw general conclusions through comparison and demonstration, form a complete mathematical model, and then use the obtained theories and methods to solve problems.
Bottom line: inject vitality into the classroom and students.
3-2 Academic situation:
(1) knowledge and ability, this section is the last content of the relationship between the two lines. Before this, students have systematically studied various forms of linear equations, got a qualitative understanding of the positional relationship between the two lines and a quantitative understanding of the intersection of the two lines, which has made a good knowledge reserve for deducing the formulas involving linear equations, vertical lines and the intersection of the two lines in this section. At the same time, students have a preliminary understanding of the research method of communicating lines and equations with coordinate systems in the essence of analytic geometry, and the idea of combining numbers and shapes is gradually maturing.
(2) Psychological characteristics: See also "the distance from a point to a straight line" (the definition has been learned in junior high school). Students are both familiar and unfamiliar, confused and curious, and the motivation to explore comes from this.
(3) Life experience: Mathematics comes from life, and the distance between points and lines in life can be seen everywhere. How to mathematize practical problems is a research ability that every student who pursues growth and development is eager for. Rich classroom mathematics activities can make them really participate, experience the process, temper their will and cultivate their ability.
3-3 Learning Tools: Rulers and Triangles
4. Teaching procedures
How to find a point to a straight line at this time?
What about the distance?
Student: Qualitative answer
Point out the topic and let the students know their learning objectives.
Create a learning scene of "not angry, not angry, not angry and not angry"
practise
compare
find
give rise to
discuss
The distance is d
( 1) A(2，4)，
:x = 3，d = _ _ _ _ _ _ _ _
(2) a (2, 4),
:y = 3，d = _ _ _ _ _ _ _ _
(3) a (2, 4),
:x–y = 0，d = _ _ _ _ _ _ _ _
The exploratory question group told the students that it was not difficult at first, and was also responsible for special case tests to enhance students' confidence in participating.
Ask three students to perform on the blackboard.
Teacher: Please ask these three students to talk about their ideas of solving problems.
Student: Answer.
Teaching wit: it should be precipitated into three ideas: first, according to the definition, it should be transformed into the distance from the fixed point to the vertical foot; Secondly, transform the distance between the three vertices in the right triangle by equal product method; Third, use the angle relation in the right triangle.
According to different answers, the teacher will affirm, correct or supplement the question: "Are there any other different ideas?" .
When solving problems, one is to let students express their thinking process clearly and orderly, and the other is the way to prompt proof in the process of solving problems (just hand in a right triangle when drawing coordinate lines according to the definition).
Teacher: Good. Just now, we have solved the problem of the distance from a fixed point to a special straight line. Therefore, the point P(x0, y0) goes to a general straight line.
How to find the distance of Ax+By+C=0(A, B≠0)?
Teaching wit: If the students' reaction is not good, ask a supplementary question: Does the idea of solving the above three problems inspire this problem?
Student: Option 1: By definition.
Scheme 2: According to equal product method
Setting this question, on the one hand, makes students' cognition change from special to general and find possible methods, on the other hand, makes students experience mathematical activities full of exploration and creation and feel the vitality and fun of mathematics.
Teachers and students compare and lock the second scheme for deduction.
"Teachers and students work together" embodies the new concept of teachers and students, and//,how to find the distance between these two lines?
Health: formula for calculating straight line distance
Teacher: The formula of the distance from the blackboard to a straight line and the formula of the distance between two parallel lines.
"Without new knowledge, new knowledge is the combination of old knowledge". Creating this topic can give full play to students' creativity and increase their sense of accomplishment.
Reflection summary
Experience * * *
(six minutes)
Teacher: What did you get from the above study? (knowledge, ability, emotion). What are the problems? Who can answer these questions?
Health: Discuss and answer.
Summarize the skills and mathematical thinking methods used in this lesson, so that students can have an overall understanding of this knowledge.
* * * With progress, we should learn from each other.
practise
(five minutes)
P53 movement 1, 2, 3
Using formulas skillfully to find the distance between points and lines.
Extend again
(one minute)
Explore other derivation methods
"Bring questions into the classroom and bring more questions out of the classroom", so that students can really learn to learn.
4. Teaching evaluation
Students to complete reflective learning report, writing requirements:
(1) organizational knowledge structure
(2) Summarize the basic knowledge, skills and mathematical thinking methods.
(3) Summarize the experience, discover and learn obstacles in the learning process, and explain the reasons for the obstacles.
(4) Talk about your suggestions and requirements for teachers' teaching methods.
Function:
(1) Let students systematize their knowledge through reflection. The process of reflection is actually a psychological activity process of students' internalizing thinking, deepening knowledge and solidifying cognition.
(2) The writing of the report itself is a creative activity.
(3) Knowing students' knowledge defects and thinking obstacles in the learning process in time is helpful for teachers to know students' satisfaction with their teaching methods and their effects, so as to adjust them in time and conduct compensatory teaching in time.
Excellent Lecture Notes on Mathematics Classics in Senior High School 5 I. teaching material analysis (Speaking of Textbooks):
1, the position and function of teaching materials:
The function of this section in the whole book and chapters is: ""is the content of the first chapter of the first book of Chinese mathematics textbooks. Before this, students have learned the basic knowledge, which has paved the way for the transition to this part. This section is about the position in. And lay a foundation for other disciplines and future study.
2, education and teaching objectives:
According to the above teaching material analysis, considering the psychological characteristics of students' existing cognitive structure, the following teaching objectives are formulated:
(1) Knowledge objective:
(2) Ability goal: initially cultivate students' ability to analyze problems, solve practical problems, read and analyze pictures, collect and process information, unite and cooperate, and express language. Through bilateral activities between teachers and students, initially cultivate students' ability to apply knowledge and cultivate students' ability to integrate theory with practice; (3) Emotional goal: guide students to start from real life experience and stimulate students' interest in learning through teaching.
3. Key points, difficulties and determination basis:
Next, in order to clarify the key points and enable students to achieve the goals set in this lesson, let's talk about teaching methods and learning methods:
Second, teaching strategies (teaching methods)
1, teaching method:
How to highlight key points and break through difficulties, so as to achieve teaching objectives. In the teaching process, the following operations are planned: teaching methods. According to the characteristics of this course: teaching methods that should be emphasized.
2. Teaching methods and theoretical basis: adhere to the principle of "student-centered, teacher-led", according to the law of students' psychological development, adopt the discussion method of learning guidance with high student participation. On the basis of students' reading and discussion, under the guidance of teachers, problem-solving teaching method, teacher-student conversation method, image signal method, question-and-answer method and classroom discussion method are used. When using the question-and-answer method, we should pay special attention to questions with different difficulties, ask questions to students at different levels, and face the whole, so that students with poor foundation can also have the opportunity to express themselves, cultivate their self-confidence and stimulate their enthusiasm for learning. Effectively develop the potential intelligence of students at all levels, and strive to make students develop on the original basis. At the same time, through classroom exercises and homework, students are inspired to return to social practice from book knowledge. Provide students with mathematical knowledge closely related to life and the surrounding world, learn basic knowledge and skills, actively cultivate students' learning interest and motivation in teaching, and make clear the learning purpose. Teachers should fully mobilize students' learning enthusiasm and stimulate students' most powerful motivation in class.
3. Analysis of learning situation: (Speaking of learning methods)
(1) Analysis of students' characteristics: Psychological research of middle school students points out that in high school, grasping students' characteristics, actively adopting vivid and diverse teaching methods and learning methods with students' extensive and active participation will certainly stimulate students' interest, effectively cultivate students' ability and promote students' personality development. Physiologically, teenagers are active and easily distracted.
(2) Knowledge barriers: In terms of knowledge mastery, many students have forgotten the original knowledge, so they should speak it out comprehensively and systematically; The obstacles for students to learn this lesson are not easy for knowledgeable students to understand, so teachers should make a simple and clear analysis in teaching.
(3) Motivation and interest: Teachers should have a clear learning purpose, fully mobilize students' learning enthusiasm in the classroom, and inspire the most powerful motivation from students.
Finally, let me talk about the teaching process of this course in detail:
4, teaching procedures and ideas:
(1) Introduction: Turn the teaching content into a problem with potential significance, make students have a strong sense of the problem, and make the whole learning process of students become a "guess" and then a process of intense meditation, hoping to find the reason and proof. Learning in actual situations can enable students to assimilate and index the new knowledge they have learned by using existing knowledge and experience, so that the acquired knowledge is not only easy to maintain, but also easy to migrate to unfamiliar problem situations.
(2) Get the new knowledge points of this lesson through examples.
(3) Give an example. When talking about examples, it is not only how to solve them, but also why. Summarizing the methods and laws of solving problems in time is beneficial to students' thinking ability.
(4) ability training. After-class exercises enable students to consolidate their envy, consciously use what they have learned and solve problems.
(5) Summing up conclusions and strengthening understanding. The summary of knowledge content can transform the knowledge taught in classroom teaching into the summary of students' quality and mathematical thinking method as soon as possible, which can make students understand the position and application of mathematical thinking method in solving problems more deeply and gradually cultivate students' good personality quality goals.
(6) variant extension and reconstruction, attach importance to textbook examples, appropriately extend the topics, make the role of examples more prominent, and help students to connect, accumulate and process knowledge, so as to achieve the effect of drawing inferences from one example to another.
(7) Write on the blackboard
(8) assign homework.
According to the difference of students' quality, hierarchical training can not only help students master basic knowledge, but also improve students who have spare capacity for learning.
Teaching procedures:
(1) Classroom structure: reviewing questions, introducing lectures, classroom exercises, consolidating new lessons and assigning homework.
Reflections on the set teaching of mathematics in senior high schools.
To sum up the contents of this chapter, the teaching reference book has arranged five class hours, and our tutoring plan has also arranged five class hours. In actual teaching, due to underestimating the actual situation of students, the counseling plan of the first class took two hours to complete. The characteristic of this chapter is that there are not many concepts, but they involve a wide range of contents. When studying this chapter, students should not only understand the concept of this chapter, but also understand other contents related to this chapter. These contents include the contents learned in junior high school and related knowledge in all aspects of life. In addition, the learning method in senior high school is different from that in junior high school, which requires higher logical thinking ability, so students find it difficult to learn. In view of this situation, in my actual teaching, I first ask students to understand the concept accurately. For example, the elements of a set have three properties: certainty, mutual difference and disorder. The relation and operation of set are defined from the perspective of elements, so when solving set problems, students are taught to analyze the properties of elements and train repeatedly, so that students can experience these three properties through examples.
Secondly, it is a teaching difficulty to master the relevant symbolic language and venn diagram, correctly use enumeration and description to represent a set, and pay special attention to what elements are in the set when describing the set. The second difficulty is the operation of sets-intersection and union. Break through the difficulties, make full use of the idea of combining numbers and shapes, the relationship and operation between sets, take the idea of combining numbers and shapes as the guide, and use graphic thinking to make the relationship between sets intuitive and clear, make the abstract set operation based on intuition, and make the problem-solving thinking clear, intuitive and simple, which is conducive to solving problems.
Thirdly, guiding students to understand and master natural language, symbolic language and graphic language, and making flexible and accurate language conversion will help students improve their ability to analyze and solve problems.
Fourth, the other contents involved in the set questions are thoroughly discussed and not expanded.
Excellent Lecture Notes of Mathematics Classics in Senior High School 6 I. Talking about Design Concept
Mathematics curriculum standards point out that students should feel that there is mathematics everywhere in life and use mathematical knowledge to solve practical problems in life.
Based on this concept, I try my best to contact the students' life reality and existing knowledge and experience in the teaching process, and design novel introduction and example teaching from the materials that students are interested in, so as to give new vitality to the mathematics classroom. In the classroom, efforts should be made to create a teaching atmosphere of independent inquiry and harmonious cooperation, so that students can experience the process of knowledge inquiry, cultivate their ability to feel mathematics in life and solve life problems with mathematical knowledge, and experience the application value of mathematics.
Second, teaching material analysis:
(A) the status and role of teaching materials
Regarding the understanding of statistical charts, primary schools mainly know bar statistical charts, broken line statistical charts and fan statistical charts. Considering the wide application of sector statistical chart in daily life, the standard arranges it as a compulsory content in this unit. This unit is taught on the basis of studying the characteristics and functions of bar statistics and broken line statistics. Mainly through familiar examples, let students realize the practical value of fan-shaped statistical chart.
(B) Teaching objectives
1, understand the characteristics and functions of plate statistics according to the living conditions.
2. Be able to read the fan-shaped statistical chart and get effective information from it.
3. Let students realize that the fan-shaped statistical chart reflects the relationship between the whole and the part in observation, comparison, discussion and communication.
(3) Teaching emphasis:
1, can read the fan-shaped statistical chart, understand the characteristics and functions of the fan-shaped statistical chart, and obtain effective information from it.
2, know the broken line statistical chart, understand the characteristics of broken line statistical chart.
Teaching difficulties:
1, useful information can be obtained from the fan-shaped statistical chart and reasonable inference can be made.
2. Analyze data trends according to statistical charts and data.
Second, the analysis of learning situation
The teaching of this unit is based on students' existing statistical experience and learning new knowledge. Grade six students have studied bar charts and line charts, know their characteristics, and have certain generalization and analysis ability. On this basis, through the comparison of old and new knowledge, new knowledge points will naturally arise.
Third, the design concept and teaching method analysis
1. This class strives to change from "paying attention to knowledge" to "paying attention to students" and from "imparting knowledge" to "guiding exploration". "Teachers are organizers and leaders." Ask students questions in the classroom, so that students can obtain and analyze information, explore independently, cooperate and exchange, and participate in the construction of knowledge.
2. use the inquiry method. The content of inquiry learning appears in the form of questions under the guidance of teachers, and students explore independently, so that students can do more activities and think more in class and build their own knowledge system. Guide students to obtain information and cooperate with each other.
Fourth, the methods of speaking and learning
Mathematics Curriculum Standard points out that effective mathematics learning can not only rely on imitation and memory, but also hands-on operation, independent exploration and cooperative communication are important ways for students to learn mathematics. In teaching, I introduce topics that students are interested in, guide students to pay attention to mathematics around them, let students experience mathematics learning methods such as observation, generalization, imagination and migration, and let every student speak, do and think in the interaction between teachers and students. Cultivate students' initiative and enthusiasm in learning.
Verb (abbreviation for verb) talks about teaching procedure.
This lesson is divided into four parts: creating situations, perceiving features-analyzing data, understanding features-trying to draw pictures, analyzing pictures-practical application, and summarizing the whole lesson.
Sixth, talk about the teaching process.
(a) Review and introduce new ideas
1, review old knowledge
Q: What statistical methods have we studied? What are the characteristics of bar chart and line chart?
2. Introduce new courses
(B) independent exploration, learning new knowledge
The teaching of new knowledge is divided into two steps: the first step is to perceive the whole, understand statistical charts and understand characteristics, which is the focus of this lesson. In teaching, the connection between old and new knowledge is established through knowledge transfer, so that students can think independently and cooperate with each other to further understand the characteristics of statistical charts.
The second step is to practice the application link. In teaching, a large number of life materials are carefully selected to make statistical knowledge closely related to life. Answering questions according to the statistical chart is to let students use the knowledge they have just learned to solve some problems in life, consolidate the knowledge they have just learned, and provide more space for students to find, ask and solve problems themselves. At the same time, students can feel the enlightenment brought by data changes and make reasonable reasoning and judgment.
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