The area of parallelogram is the second unit of the first volume of fifth grade primary school mathematics published by Beijing Normal University. The following is my lecture on the area of parallelogram. I hope I can help you!

First of all, talk about textbooks.

The teaching arrangement of parallelogram area is helpful for students to use on the basis of learning the basic knowledge of geometry, calculating the area of rectangle and square, and understanding parallelogram, triangle and trapezoid. Transformation? In this paper, parallelogram is transformed into rectangle or square, and then the calculation method of area is deduced. Rectangular area calculation formula is the basis of parallelogram area calculation formula, and parallelogram area calculation formula is the basis of triangle and trapezoid area calculation in the future. Therefore, the content of this lesson plays a connecting role in the whole teaching material system. Therefore, when teaching, I will make full use of the idea of transformation and migration, attach importance to students' hands-on operation and practice, and guide students to use the old knowledge they have learned to acquire new knowledge and build a new cognitive structure.

Second, preach the law.

In this lesson, I will use. Independent inquiry, cooperation and exchange? Teaching methods. Stimulate students' enthusiasm to participate in learning through courseware demonstration and practical operation. Using knowledge transfer and practical operation of cutting, moving and spelling to decompose teaching difficulties and guide students to understand the equal product transformation of parallelogram and rectangle. Cut, move and spell? Find out the relationship between the base and height of parallelogram and the length and width of rectangle, grasp the characteristic that the area is always the same, and get that the equal product of parallelogram is converted into the area of rectangle.

Third, students.

Students have mastered the characteristics of parallelogram and the calculation method of rectangular area. All these have laid a solid knowledge foundation for the study of this course. However, the spatial imagination of primary school students is not rich enough, so it is difficult to derive the calculation formula of parallelogram area. Therefore, the study of this course should enable students to make full use of existing knowledge and experience, and mobilize all kinds of senses to fully participate in the occurrence, development and formation of new knowledge.

Fourth, talk about teaching objectives and difficulties.

According to the requirements of three dimensions, the objectives of this lesson are determined to be three:

1. Through students' independent exploration and hands-on practice, the area calculation formula of parallelogram is derived, which can be correctly used in related calculations.

2. Let the students experience the derivation process of parallelogram area formula, and get a preliminary understanding of the transformation method and develop the students' spatial concept through activities such as operation, observation and comparison.

3. Cultivate students' ability to observe, analyze, summarize, deduce and solve practical problems.

4. Let students feel the connection between mathematics and life, cultivate students' awareness of mathematics application and experience the practical value of mathematics.

Teaching focus:

Understand and master the area calculation formula of parallelogram, and you will calculate the area of parallelogram.

Teaching difficulties:

Understanding the area calculation formula of parallelogram by transformation method.

Teaching preparation:

Multimedia courseware; Let each student prepare a parallelogram paper and a pair of scissors.

Fifth, talk about teaching design ideas.

In the previous study, students have known the formula of rectangular area, mastered the characteristics of parallelogram and can draw the height of parallelogram. In order to let students better understand and master the parallelogram area formula. So in teaching, let students go through the process of guessing, verifying and reasoning, and pass? Cut, move and spell? Find out the relationship between the base and height of parallelogram and the length and width of rectangle, grasp the characteristic that the area is always the same, and draw the conclusion that the area of parallelogram is transformed into the area of rectangle. Using area formula to solve problems in daily life, let students feel that mathematics comes from life, exists in life, is used in life, and feels the application value of mathematical knowledge.

Sixth, talk about the teaching link.

I divide the whole teaching process into four steps:

1, review the area calculation formula of rectangle.

Reproduce the calculation formula of rectangular area and the characteristics of parallelogram, change the old into the new, and pave the way for deriving the area formula of parallelogram.

2. Using counting grid to find the area of parallelogram makes students feel that this method has great errors and certain limitations, prompting them to find another method. Guess what the area of parallelogram may be related to. Let the students bring this question into the thinking of exploring the calculation of parallelogram area.

In this link, the teacher presents a parallelogram with a square, so that students can fully explore independently by virtue of their unique thinking and the gradual process of mutual evaluation at the same table, and then experience and appreciate the method of calculating parallelogram. This design is a key breakthrough of this course, which lays a good foundation for further study of area formula.

3. Hands-on verification conjecture: calculation method of parallelogram area.

In order to verify whether the previous guess is correct. Students began to explore independently, feel in cooperation and exchange, and explore the calculation method of parallelogram area. In this process, the idea of equal product transformation is infiltrated imperceptibly. Through the transformation and growth on the basis of old knowledge, the self-construction and generation of knowledge are completed, which breaks through the teaching difficulties of this course.

Through this teaching, students can experience the process of knowledge formation, which not only improves their practical ability, but also deepens their understanding of what they have learned.

4, practical application, deepen understanding.

Mathematics serves life. After deriving the parallelogram area formula, in order to understand the students' mastery and test whether they can apply what they have learned, through practice, students can deepen their understanding and application of the formula, achieve the purpose of mastering skillfully and flexibly, and realize the value of learning mathematics. Let students strengthen their application consciousness of mathematics and improve their problem-solving ability in the process of solving problems with knowledge. I designed the following layered classroom exercises:

(1) Basic exercises to test students' direct use of formulas for calculation, and timely moral education.

(2) Deepen the practice, deepen the understanding of the principle of deduction, and deepen students' understanding of the characteristics of the formula.

(3) Open practice and cultivate students' ability to solve problems.

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