Distance, time and speed are widely used in daily life, which is the basis for students to learn the application of travel problems in the future. Through the teaching of this course, combined with students' original perceptual knowledge and life experience, students can understand the relationship between distance, time and speed, help students use what they have learned to better solve some practical problems in life, and further understand the close relationship between mathematics and life.
The teaching objectives of this lesson are:
1, guide students to understand the meaning of speed in the process of solving problems, construct the relationship between distance, speed and time, and initially perceive the changing law;
2. Guide students to use the relationship between distance, speed and time to solve simple practical problems in life, obtain problem-solving strategies and improve problem-solving ability. The focus of teaching is to guide students to understand the meaning of speed in the process of solving problems.
Speed is a strange concept for students, so I use an intuitive description to teach the concept of "speed", which is introduced from students' life practice. Comparing two fast-walking students, the students can make an answer according to the given conditions. The real comparison is speed, but the students don't know it, so I take this opportunity to tell the students how many meters they walk per minute is speed. When explaining the writing of speed unit, guide the students to say that speed is related to distance and time. Students can find that the time unit of speed can be hours, minutes, seconds, etc. By reading and collecting speed data, students' interest in learning this section is improved, their cognitive horizons are broadened, and at the same time, they feel the wisdom of human beings in creating transportation and the colorful nature.
After that, I explained Liu Xiang's hurdling speed, cheetah's running speed and snail's crawling speed in detail, which not only enriched students' knowledge accumulation, but also deepened their perceptual knowledge of speed. Then, I took the snail's crawling speed and showed two small questions about snails, one is to find the distance and the other is to find the time. Through students' discussion, let students sum up the relationship between speed, distance and time, give them a sense of accomplishment and stimulate their strong desire to learn.
In the outward bound exercise, there is only one design exercise, which is closely related to life. Although there is only one, it not only permeates the concept of speed, but also includes three relationships of speed, distance and time, three relationships, three methods and three ways, each of which is correct. This not only consolidates new knowledge, but also enables students to acquire problem-solving strategies and improve their problem-solving ability. Knowing how to solve a problem with multiple solutions enlivens students' thinking and lays the foundation for studying mathematics in the future.
The above is my brief explanation of the teaching design of this section. If there is an incomplete design, please give us more valuable suggestions.