teaching program
Teaching material analysis:
Before the fourth grade, students have already known the figures such as cuboid, cube, cylinder, rectangle, square, triangle and circle, which are scattered in their minds. On the basis of students' existing knowledge, this lesson is to guide students to sort out and summarize these learned graphics, conduct comprehensive exercises on these graphics, build a preliminary graphic knowledge system, and cultivate students' ability of comparison, classification, induction and generalization. At the same time, through students' hands-on operation, we can find the stability of triangle and the instability of quadrilateral, and make students realize the application of triangle stability and quadrilateral instability in life with life examples.
Teaching objectives:
Knowledge goal: Organize graphics and understand the characteristics of different types of graphics through specific classification activities. Through practical operation, I realized the instability of quadrilateral and the stability of triangle, and realized the application of these characteristics in daily life.
Emotional goal: pay attention to cultivating students' ability to solve problems by using mathematical knowledge in graphic understanding activities. Experience the process of exploration in practice and improve the ability of independent exploration, cooperation and communication.
Skill goal: According to the characteristics of graphics, graphics can be classified according to certain standards.
Teaching focus:
Be able to classify graphics according to certain standards.
Teaching difficulties:
Understand the instability of quadrilateral and the stability of triangle.
Teaching preparation:
All kinds of plane figures and three-dimensional models made of cardboard, such as cuboids, cubes, cylinders and spheres.
Teaching process:
First, review the questions and introduce new lessons.
Show the courseware and ask: What graphics have we learned before?
The teacher draws or finds out the corresponding graphic model according to the students' answers.
Think about it: can you classify each figure according to its characteristics? Title of teacher's blackboard writing: graphic classification
(1) is divided into one point: let students try to classify independently and use the method of labeling. (You can also draw a picture to classify). And communicate the classification method with the deskmate.
Reporting and communication: There are several categories and reasons for grouping reports.
Three-dimensional graphics and plane graphics
(1) three-dimensional graphics;
(2) Plane figures of rectangles, squares, triangles and parallelograms (surrounded by line segments).
Teacher: Can the plane figures we just separated be reclassified? Have a try.
1. Plan (according to whether the line segment is closed or not)
Rectangular, square, triangular, parallelogram,
(Pentagon ...) Circle
2. Plane graphics (according to the number of corners or according to the number of edges)
Rectangular, square, triangle, parallelogram triangle
3. Plane graphics (according to whether there is a right angle)
Rectangular, square. Triangle, parallelogram.
Teachers and students are classified by the same summary.
Second, practical activities: (exploring the characteristics of quadrangles and triangles)
1. Students take out the prepared movable quadrangles and triangles.
Teacher: Laura, what did you find? Communicate at the same table.
2. Report and write it on the blackboard.
Summary: parallelogram is easy to deform and has no stability. The triangle is very stable.
3. Show the courseware. Watch the application of these graphics in life.
Third, consolidate the application.
It's time for us to say goodbye.
1. Trapezoids and parallelograms are quadrilaterals. ( )
2. Both triangles and parallelograms are stable. ( )
3. The figure composed of four sides is a quadrilateral. ( )
Draw a picture
1. Please use a line segment to divide a square into two identical triangles.
Please divide the picture below into triangles and parallelograms.
Fourth, class summary.
What did we learn in this class?
You can take it out and answer. Or take a collective answer.
Verb (short for verb) homework
1. Draw a graphic classification table in your own way.
2. Complete the 13 page campus workbook.
Blackboard design:
Graphic classification
Stereographic figure
Graph: a graph surrounded by curves.
plane graph
A figure surrounded by line segments.
We find that quadrilateral is unstable and triangle is stable.
draft or text of a speech
First of all, talk about textbooks.
This part of the content is based on students' understanding of some three-dimensional graphics and plane graphics. Mainly to let students experience specific graphic classification activities, sort out some graphics they have learned, and understand the category characteristics of graphics and the relationship between graphics. By pulling, you can experience and discover the characteristics of triangles and parallelograms. Connecting with real life, understand and feel the application of triangle stability and parallelogram instability in practice. The textbook arranges three classification activities for graphics. The first time is to classify some learned figures according to whether they are plane figures, the second time is to classify plane figures according to whether they are surrounded by line segments, and the third time is to classify the number of edges of figures surrounded by line segments. It can be seen that classifying graphics according to certain standards and understanding the category characteristics of these graphics are the teaching focus of this lesson and should also be a main goal. The stability of triangle and the variability of parallelogram are widely used in daily life and have high practical value. Because the characteristics are abstract, it is still difficult for students to understand. So this is not only the focus of this class, but also the difficulty of teaching.
Teaching objectives:
1, sort out and classify some learned graphs through classification, and understand the category characteristics between graphs;
2. Through practice, I realized the instability of parallelogram and the stability of triangle, and realized the application of these characteristics in daily life;
3. Experience the application of mathematics knowledge in real life and stimulate students' interest in learning.
The first and second teaching objectives will be implemented in the second teaching link "cooperation and exchange, exploring new knowledge" through students' hands-on operation and group cooperation and exchange. The third teaching goal is mainly achieved through the third teaching link "application expansion and extracurricular extension".
Second, talk about learning.
Students already know these figures and have a basic understanding of their characteristics. The idea of classification has also been touched by students and has been classified by numbers. In addition, students in urban areas have a good foundation, so it should not be difficult to classify them according to certain standards. It's just that students usually don't pay much attention to the application of the characteristics of triangles and parallelograms, which may be difficult to understand.
Third, talk about teaching methods and learning methods.
1, theory and teaching method
(1) Multimedia Teaching Method
In teaching, I make full use of multimedia courseware to arouse students' interest, mobilize students' emotional input, activate students' original knowledge and experience, and expand imagination and thinking on this basis, and consciously build a good knowledge system, especially through courseware to show examples of triangle and parallelogram features in life, which is very vivid. Help students understand.
(2) Independent exploration and cooperative communication teaching method
Hands-on operation, independent exploration and cooperative communication are important ways for students to learn mathematics. The change of teacher's role can give students more space to carry out inquiry learning, let them think independently in specific operational activities, communicate with their peers, experience the process of asking and solving problems, and experience the fun of learning success.
2. Speaking and learning methods
(1) Independent observation and thinking
Students are the main body of learning. Only when students really take the initiative and actively participate in learning can the learning effect of students be improved most effectively. Guiding students to observe the characteristics of graphics and think about the standards of classification is helpful to cultivate students' independent thinking ability.
(2) Group cooperative learning
Group cooperative learning can help students get more methods and find suitable and effective solutions to problems through cooperation with others in a limited time. This lesson allows students to further broaden their thinking space and improve their learning ability through group cooperative learning on the premise of independent observation and thinking.
Fourth, talk about the teaching process
In this class, I mainly designed five teaching links:
(A) create a situation to stimulate interest in the introduction
Through dialogue and communication, guide students to recall the pictures they have learned, and take the opportunity to lead to the topic and explain the learning objectives.
(B) explore cooperation and exchange of new knowledge
1. Students try to classify in groups.
After putting forward the classification question, let the students think about how to classify first. On the basis of independent thinking, let students discuss in groups with the help of school tools.
2, centralized communication classification standard
Let the students post it on the stage first, and then talk about how to divide it. Then guide the students step by step. Divide and conquer communication classification standard.
3. Organize ideas and show the process. Teachers demonstrate the process of classification with courseware to deepen students' understanding of the characteristics of graphic categories.
4, hands-on practice, explore the characteristics
First, ask questions from the pictures of bridges and retractable doors in life, and guide students to boldly guess what would happen if they changed to triangles and parallelograms. Then let the students experience and discover the characteristics of triangles and parallelograms with the help of learning tools. Then let the students recall the examples of applying features to deepen their understanding of features.
(C) the use of expansion, extracurricular extension
1, who can tell me the meaning of the picture (question 3 on page 23 of the textbook). Why can I sit now?
2. Appreciate pictures: In fact, there are many pictures we have learned in life. Smart architects not only use them to design many beautiful buildings, but also use their characteristics to design incredible magnificent buildings. Some of them are hundreds of years old. Although it has gone through many vicissitudes, it is still intact. Let students and teachers enjoy these famous architectural pictures together and feel the charm brought by graphics.
3. After-class observation: Where are the stability of triangles and the instability of parallelograms used in our lives?
Use what you learned today to strengthen the rocking chair.
(d) Summarize the evaluation and exchange the gains.
"This class will soon be over. Can you talk about your own gains and give an evaluation of your own or other students' learning? "Students can be said to have gained both knowledge and emotion, which not only played the initiative of students, but also summarized the content of this lesson. Evaluation of their own or others' learning performance, student-student interactive evaluation, students not only know themselves, build confidence, but also experience success and promote development.
Teaching reflection
The subject I decided is the first lesson "Figure Classification" in Unit 2 "Understanding Figures" of the fourth grade primary school mathematics published by Beijing Normal University. Teachers seldom take this course as a demonstration course, so there is little information to consult and learn from.
I carefully read the textbooks and teaching books, read some materials, and wrote the first teaching design, which is divided into four links: reviewing old knowledge-exploring new knowledge-consolidating exercises-classroom summary, and also making courseware. However, the more I look at it, the more dissatisfied I am. There are three main points: first, it is not difficult for students to review old knowledge, because they have already learned graphic knowledge and are impressed. Second, in the stage of exploring new knowledge, I feel that I only use courseware, but I am limited by courseware, so I can't show the process of students trying to classify, and teachers and students are limited by courseware. Third, the form of consolidation exercise is single, which makes it difficult to test students' mastery and insufficient expansion.
After a night of thinking, the next day, I gave the original teaching design a major operation:
First, the use of situational strings, this lesson will be arranged in the story of an "old friend", which is conducive to improving students' interest and stimulating curiosity.
Secondly, consider using multimedia courseware and magnetic blackboard with self-made graphic teaching AIDS and learning tools to provide students with objects to try to classify, so that on the one hand, students can cooperate and operate in groups; On the other hand, it also completes the abstraction process from the object graph, which is beneficial for students to compare and summarize.
Third, consolidate the practice in the form of competition to improve students' interest. Through the competition, let students realize that triangles and parallelograms are widely used in life and have their own advantages. Self-made teaching AIDS let students pull by hand, and in practice, they realize that triangles are more stable than parallelograms. At the same time, it also plays a great role in explaining the deformable characteristics of parallelogram. Add an eye-catching exercise to let students judge and consolidate new knowledge in discrimination.
Fourth, in the class summary session, students are no longer allowed to talk about the harvest directly as in the past, but to consolidate the classification knowledge again through "small gifts from friends", show the beauty of graphics in architecture and the "incredible" of graphics in architecture with courseware, extend the knowledge in class to extracurricular life, and let students feel that "mathematics comes from life and moves towards life".
On the third day of trial teaching, I found the following problems and made corresponding adjustments again:
First of all, after three classifications, polygons and ellipses are expanded to give students a complete knowledge system.
Second, make full use of Wayne diagram to sort out the relationship between graphics, so that students can have a total score and a total score, and clarify the standards and characteristics of graphic classification to help students complete the construction process.
Thirdly, when I asked students to draw parallelograms and triangles by hand, I used a self-made teaching aid and a triangular ruler. Under the reminder of my colleagues, I think it is more scientific for students to pull parallelograms and triangles made of the same materials and methods by hand.
Fourthly, because I went to the countryside in a primary school in a mountain village, and it was the first time to meet students, there was a sense of strangeness between teachers and students, so I designed a dialogue about "friends" before class, which narrowed the psychological distance between teachers and students and made a transition for the topic of "old friends" in this class.