I. teaching material analysis

1. The position and function of teaching materials

This textbook is the content of the eighth section of the first chapter of junior high school mathematics, and it is one of the important contents of junior high school mathematics. On the one hand, this is a further deepening and expansion of polynomial multiplication on the basis of learning the formula of addition, subtraction, multiplication and division of square difference of algebraic expressions; On the other hand, it lays a foundation for learning factorization and matching method, and is a tool for further learning quadratic equations and quadratic functions. In view of this understanding, I think this lesson not only has a wide range of practical applications, but also has the role of connecting the past with the future.

2. Analysis of learning situation

From the psychological characteristics, the logical thinking ability of junior middle school students needs to be cultivated, which gradually develops from empirical to theoretical, and the ability of observation, memory and imagination also develops rapidly. But at the same time, students at this stage are active and easily distracted, and love to express their opinions, hoping to get praise from teachers. Therefore, we should grasp these characteristics in teaching, on the one hand, arouse students' interest with intuitive and vivid images, so that their attention is always focused on the classroom; On the other hand, we should create conditions and opportunities for students to express their opinions and give full play to their initiative in learning.

Judging from the cognitive situation, students have learned the exploration process of polynomial multiplication rule and square variance formula before, right? Complete square formula? With a preliminary understanding, it laid the foundation for successfully completing the teaching task of this class, but for? Complete square formula? Students may have some difficulties in understanding (because of its high degree of abstraction), so we should analyze it in simple terms in teaching.

3. Emphasis and difficulty in teaching

According to the position and function of the above teaching materials, as well as the analysis of the learning situation, combined with the requirements of the new curriculum standard for this class, I will determine the focus of this class as follows:

Understand the formula (a+b) 2=a2+2ab+b2, including its derivation process, structural features, language expression (students' own language) and geometric explanation.

The difficulty is to understand the symbolic meaning of the complete square formula in a broad sense and cultivate students' organizational thinking ability and language expression ability.

Second, the analysis of teaching objectives

The new curriculum standard points out that teaching objectives should include knowledge and skill objectives, process and method objectives, emotion and attitude objectives, which should be closely related and become an organic whole. The process of students learning knowledge and skills becomes the process of learning to learn and forming correct values at the same time, which tells us that we should take knowledge and skills as the main line in teaching, infiltrate emotional attitudes and values, and fully embody the former two in the process and method. In this way, I will integrate the three-dimensional goals and determine the teaching objectives of this lesson as follows:

1. Go through the process of exploring the complete square formula, and further develop the sense of symbol and reasoning ability. Can derive a complete square formula, and can use the formula for simple operations.

2. Cultivate students' language expression ability and logical thinking ability in exploration, discussion and summary.

3. Through active exploration, cooperation and exchange, feel the fun of exploration and successful experience, and realize the rationality and rigor of mathematics, so that students can develop good habits of positive thinking and independent thinking, and at the same time cultivate students to actively participate in the discussion of mathematical problems and dare to express their opinions.

Third, the analysis of teaching methods

Modern teaching theory holds that in the teaching process, students are the main body of learning, teachers are the organizers and confidants of learning, and all teaching activities must be centered on students' initiative and enthusiasm. According to this teaching concept, combined with the characteristics of this class and the age of students, I adopt heuristic, discussion and teaching and practice teaching methods in this class, paying attention to the question raising and problem solving, and always taking the knowledge of students as the center. The nearest development zone? Set questions, encourage students to actively participate in teaching practice, find, analyze and solve problems under the guidance of teachers in the form of independent thinking and mutual communication, and give students enough thinking time and space to associate and explore when guiding analysis, so as to complete the real knowledge self-construction.

In addition, in the teaching process, I use multimedia-assisted teaching to present the teaching materials intuitively, so as to better stimulate students' interest in learning, increase teaching capacity and improve teaching efficiency.

Fourthly, the analysis of teaching process.

The new curriculum standard points out that the process of mathematics teaching is the process of teachers guiding students to carry out learning activities, the process of interaction between teachers and students and the process of common development between teachers and students. In order to teach in an orderly and effective way, I mainly arranged the following teaching links in this class:

(1) Review old knowledge, review old knowledge and learn new knowledge.

Design intention: the idea of constructing teaching should start from the students' existing knowledge system, which is the cognitive basis of in-depth research in this course. This design is conducive to guiding students to enter the learning situation smoothly.

(2) Create situations and ask questions

Design intention: Create situations in the form of a series of questions, which will trigger students' cognitive conflicts, make students doubt old knowledge, and thus stimulate students' interest in learning and desire for knowledge. By creating situations, students have a strong thirst for knowledge and a strong motivation for learning. At this time, I take the students to the next link.

(3) Find problems and explore new knowledge.

Design intention: Modern mathematics teaching theory points out that teaching must be obtained on the basis of students' independent exploration and experience induction, and the process of thinking must be displayed in teaching. Here, through observation and analysis, independent thinking and group communication, students are guided to summarize.

(4) Analysis and thinking to deepen understanding.

Design intention: the theory of mathematics teaching points out the connotation and extension (conditions, conclusions, scope of application, etc. ) mathematical concepts (theorems, etc.). ) it should be clear. By expounding several important aspects of the definition, students' cognitive structure can be optimized, students' knowledge system can be improved, and students' mathematical understanding can break through the difficulties of thinking again.

Through the previous study, students have basically mastered the content of this lesson. At this time, they are eager to find a place to show themselves and experience success, so I lead the students to the next link.

(5) Strengthen training and consolidate double basics.

Design intention: several examples and exercises are from easy to deep, from easy to difficult, each with its own emphasis. Among them, example 1 example 2 embodies the teaching idea of making different students develop differently in mathematics proposed by the new curriculum standard. The overall design intention of this link is to feedback teaching and internalize knowledge.

(6) Summarize and deepen.

My understanding is that summary should not only be a simple list of knowledge, but also an effective means to optimize the cognitive structure and improve the knowledge system. In order to give full play to the theme role of students, I have designed three questions from the aspects of learning knowledge, methods and experience:

(1) What have you learned from this lesson?

What is your biggest experience in this class?

(3) What methods of learning mathematics have you mastered through this lesson?

(7) Arrange homework to improve sublimation.

Based on the consolidation and development of homework, I designed mandatory questions and multiple-choice questions. Mandatory questions are feedback to the content of this lesson, and multiple-choice questions are an extension of the knowledge of this lesson. The overall design intention is to feedback teaching, consolidate and improve.