A, "the volume of gas cylinders" draft:
1. By reviewing the derivation process of circle area and cuboid volume formula, it paves the way for the derivation of cylinder volume calculation formula. Through the experimental operation, students can perceive the concept of cylinder volume, find mathematical resources from life situations, cause conflicts, and thus stimulate students' desire to learn new knowledge.
2. By discovering problems, exploring in groups, watching animation to demonstrate the method of transforming cylinder into approximate cuboid, finally observing and comparing the relationship between cylinder and approximate cuboid, and deducing the calculation formula of cylinder volume, and finally using the formula to solve life problems, so that students can feel the teaching idea that mathematics comes from life and returns to life.
Second, the volume of the cylinder shows that:
1, it is natural to generate knowledge before class. Before Protestantism, I demonstrated the process of transforming a circle into an approximate parallelogram through animation, and guided students to observe the relationship between the transformed approximate parallelogram and the circle again, so that students could further understand the extensive application of cutting transformation method in mathematics learning, paving the way for the transformation of a cylinder into an approximate cuboid, and at the same time, it also cultivated students' migration and analogy ability invisibly.
2. Create problem situations, stimulate students' interest in learning, create life situations, and measure the volume of small cylinders in experimental operations, so that students can further feel the concept of cylinder volume, fully mobilize students' enthusiasm for learning, and make boring and abstract concept teaching vivid, intuitive and interesting. Secondly, looking for teaching resources in life situations will lead to conflicts and stimulate students' desire for learning and enthusiasm for inquiry.