Understanding the lecture notes of parallelogram 1
1, teaching material analysis
This part of the content is based on students' intuitive understanding of parallelogram, preliminary understanding of the characteristics of rectangle and square, and understanding of verticality and parallelism. Learning this part well is conducive to improving students' practical ability, enhancing their innovative consciousness and further developing their interest in "space and graphics". So this lesson plays a vital role in primary school mathematics.
2. Teaching objectives
"Mathematics Curriculum Standard" emphasizes: let students experience the process of abstracting objects into mathematical models and explaining and applying them, so that they can truly master mathematical knowledge and skills, understand mathematical ideas and methods, and gain rich experience in mathematical activities. Therefore, I have determined the teaching objectives of this class as follows:
(1) Make students master the meaning and characteristics of parallelogram and draw the height corresponding to the bottom correctly.
(3) Through observation and hands-on operation, cultivate students' abstract generalization ability and preliminary spatial concept.
3. Emphasis and difficulty in teaching
According to the students' existing life experience and knowledge base, I have determined that the teaching focus of this course is to understand and master the definition of parallelogram and the names of its parts.
It is a teaching difficulty to draw the corresponding height of the bottom correctly.
Second, talk about learning.
This lesson is based on students' understanding of parallelogram and the relationship between vertical and parallel, as well as their preliminary understanding of parallelogram. However, students' thinking level is in the transition period from image thinking to abstract thinking, and they have a strong thirst for knowledge and curiosity, which is the internal motivation of students' learning. Therefore, in this course, students are often used to intuitively perceive the source of knowledge and deeply understand the characteristics of parallelogram and trapezoid.
Second, oral teaching methods and learning guidance.
The design concept of this lesson is:
1, classroom teaching is the process of emotional growth first, and then the process of knowledge growth.
2. Students' learning process is a process of active construction and dynamic generation. Teachers should activate students' original experience, stimulate students' enthusiasm for learning, and let students truly understand new knowledge through experience, experience and application.
3. Mathematics learning should be a process in which students enjoy the service of teachers.
Based on the above ideas, in teaching, I follow the teaching reform idea of "guiding inquiry learning and promoting active development" and adopt the following teaching methods:
(1) Guide students to carry out inquiry learning activities by means of "observation and operation".
(2) Organize students to carry out conscious group cooperation, exchange and study.
(3) timely use of multimedia teaching, give full play to the advantages of modern teaching methods.
Learning methods: Students experience the occurrence, development and formation of knowledge through practical operation, hands-on experiments, independent exploration and cooperative exploration, and then experience the characteristics of graphics in communication, making their learning activities a vivid, lively and personalized process.
Third, talk about the teaching process
(1) Review old knowledge.
1. What are parallel lines?
2. Draw a set of parallel lines.
[Design intention: The task of teaching is to solve the contradiction between students' existing knowledge level and educational requirements. We must attach importance to students' existing life experience and knowledge base to pave the way for expanding new knowledge. ]
(B) create a situation, a preliminary perception.
1, the courseware shows the theme map. Tell me what you have learned from the map.
Please observe carefully again. Where is the quadrangle in the picture used? (Group discussion and exchange)
[Design Intention: Create a realistic situation that students are familiar with and interested in, stimulate students' interest, and let students devote themselves to inquiry with full enthusiasm. ]
(3) Understand the characteristics and clarify the relationship.
The new curriculum requires students to know parallelogram and trapezoid through observation and operation. According to this requirement, I arranged seven levels of inquiry activities in an orderly way.
1, draw a quadrilateral.
Students, just now we observed that there are many quadrangles in the picture. You may have observed more than that in your life. Ask the students to draw the quadrangle you have just observed or the quadrangle you have observed elsewhere on your drawing paper, ok?
[Design intention: arouse students' existing knowledge of quadrangles through the process of watching, thinking and drawing. ]
2. Exhibition of works.
(paste the representative works on the blackboard)
[Design intention: to stimulate students' desire to express themselves, enjoy the joy of success, and stimulate students' desire to explore new knowledge. ]
3. Classification of works.
For the convenience of narration, the works are numbered. )
(1) Observe these numbers. What are their similarities?
(2) What figures do you know? Say their names.
(3) Please work in groups to classify these quadrangles and tell me why. (Teachers patrol and guide)
(4) According to the classification of students, teachers guide students to know parallelogram.
(And random blackboard writing: parallelogram)
4. Observe the chart.
(1) Think about it: What are the characteristics of the sides and corners of a parallelogram (students talk and discuss with each other)
(2) communication summary
Parallelogram: two groups of opposite sides are parallel and equal, and the diagonal lines are equal.
Design Intention: Under the guidance of teachers, students use their existing life experience to observe, think, explore and question, and cultivate and improve their analytical and comprehensive abilities. ]
5. Verify the conclusion.
(1) Please open the book on page 64, find the parallelogram, and guide the students to verify the conclusion just observed with a ruler, triangle and protractor.
(2) Check your own parallelogram.
(4) Reveal the concept. The students' guess was proved to be correct.
[Design intention: To provide students with sufficient opportunities to engage in mathematical activities, explore new knowledge in hands-on practice, exchange and discussion, master the characteristics of graphics, reorganize teaching materials mechanically, and guide students to master the meaning and characteristics of parallelogram. ]
(5) Practice (done on page 64). Show courseware: Which of the following figures is a parallelogram? )
Design Intention: Timely feedback not only helps students to consolidate new knowledge, internalize new knowledge and experience the joy of success in practice, but also helps teachers to understand the learning situation and regulate the teaching progress, thus ensuring the teaching quality and improving the classroom teaching efficiency. ]
6. Application in life.
(1) Tell me what objects around us have parallelograms.
(2) Courseware shows parallelogram which is common in life.
[Design Intention: Mathematics originates from life, and the parallelogram is known by contacting the physical objects around us, so that students can feel that mathematics is around them and there is mathematics everywhere in life. Mathematics always serves life, arousing their enthusiasm for life and strong desire to explore, and cultivating good observation habits. ]
7. The base and height of a planar quadrilateral.
(1) demonstrate with ppt: draw a vertical line from one point on one side of the parallelogram to the opposite side. The line segment between this point and the vertical foot is called the height of the parallelogram, and the side where the vertical foot is located is called the bottom of the parallelogram.
(2) Continue the ppt presentation and find out the corresponding bottom and height.
(3) Do: Draw the height of each quadrilateral, and the teacher will patrol and guide.
(4) Let the students discuss: How high can a flat quadrilateral be?
[Design intention: Through watching, watching, doing and discussing, let students see the height of a parallelogram more intuitively, and master that a vertex of a parallelogram can be made into two heights with different lengths, and a parallelogram has countless heights, which easily breaks through the difficulties in this lesson]
(4) Guide reading and consolidate practice.
1, free reading, encourage students to question and ask difficult questions.
Design intention: After hands-on practice, cooperative communication and feedback practice, students have basically achieved the teaching objectives of this lesson. Then, through reading and discussion, students are guided to sort out and summarize the fragmentary, incomplete and vague information they have learned before, so that students can clearly and correctly understand and master new knowledge. ]
2. do: put a parallelogram with a small stick.
Design intention: Through group practice, it not only cultivates students' hands-on operation ability, but also improves the level of cooperative inquiry among students and deepens their understanding of parallelogram characteristics, which can be described as "killing two birds with one stone". ]
(5) Summing up reflection and evaluating experience.
1. class summary: talk about your own gains and feelings.
2. Collective evaluation: Students evaluate their own and each other's performance in this class.
3. Teacher evaluation. Students' classroom learning, representative behavior, etc.
[Design intent: Through summary and evaluation, help students sort out the context of knowledge, reflect on their own learning process, understand learning methods, and gain mathematics learning experience. ]
(6) Arrange homework and expand application.
1, handy
(1) Can you cut a parallelogram into two completely equal figures?
[Design intention: expand basic knowledge, improve application requirements, give students room for thinking development, encourage students to innovate, and achieve the purpose of cultivating ability and developing personality. ]
Step 2 stand out
Lecture Notes on "Understanding Parallelogram" 2 I. Textbooks
Through the in-depth study of this lesson, we will lay the foundation for further study on the area calculation of parallelogram lines.
Second, talk about learning.
The fourth-grade students are active in thinking, eager for knowledge and like to use their hands and brains. Have a strong curiosity and desire to explore. Therefore, in teaching, I grasp these characteristics and make them understand what they have learned through eye movement observation, hands-on operation and brain analysis and induction.
Third, say the goal.
1, knowledge and skills target
(1) Understand the concept and characteristics of parallelogram.
(2) Knowing the base and height of the parallelogram, we can draw the height.
(3) Cultivate students' practical ability, observation ability and analysis ability.
2, process and method objectives
Let students explore new knowledge through hands-on operation, eye movement observation, verbal expression and brain thinking.
3. Emotional attitudes and values goals
Let students feel the close connection between graphics and life, and feel the joy of successful exploration.
Fourth, talk about the difficulties in teaching.
Key point: Understand the characteristics of parallelogram. Know the base and height of the parallelogram.
Difficulties: Make the height of parallelogram, and understand the corresponding relationship between base and height.
5. Teaching and learning methods.
In this class, I pay attention to teachers' guidance and students' learning as the main line, through teachers' questions, demonstrations and guidance. Students use hands-on operation, observation, analysis, discussion and induction to complete the teaching. Let students acquire new knowledge in a relaxed and happy way.
Six, said the preparation of teaching AIDS and learning tools
Teaching AIDS: triangular, parallelogram paper, rectangular movable frame, small blackboard, etc.
Learning tools: triangle, parallelogram paper, protractor.
Seven, talk about the teaching process.
Activity 1: Use examples skillfully to stimulate interest introduction.
The courseware shows a group of pictures of parallelogram in life. Ask the students to find out which plane figures are there. Speaking of parallelogram, flash it again with red courseware. Then ask the students to talk about which objects in life are parallelograms. After summing up, the teacher and students asked, "Do you want to know more about parallelogram?" The teacher wrote the topic on the blackboard.
(Design intention: Let students understand the close relationship between mathematics and life with examples in life, stimulate their interest in learning by asking questions, generate the desire to explore new things, and understand the content of inquiry. )
Activity 2: Practice and explore new knowledge.
Let the students use the prepared parallelogram paper to look at the characteristics of the edges and corners with their eyes, and then actually measure them with a ruler and protractor, and fill in the results in the "My Discovery" report. Then let the students say what they have found and praise those who have found more in time. Teachers and students write the characteristics of parallelogram on the blackboard.
The teacher then asked, "We have just studied the characteristics of parallelogram, so how to define parallelogram?" Discuss in a low voice in the same group. Teachers and students summarize and write down the definitions on the blackboard. )
(Design intention: Let students operate by themselves, acquire new knowledge, and cultivate their hands-on ability, brain ability, analysis and induction ability. I am deeply impressed by what I have learned. )
Activity 3: Teachers demonstrate and students observe.
The teacher used a rectangular movable wooden frame, grabbed the two opposite corners with his hands and pulled inward and outward. Ask the students to observe what changes have taken place and explain the nature of parallelogram. Teachers and students summarize the essence of blackboard writing.
(Design intention: physical demonstration, so that students can acquire new knowledge more intuitively and vividly. )
Activity 4: Teachers and students Qi Xin work together to break through the difficulties.
Let the students follow the teacher with parallelogram paper in their hands. The teacher talks about folding while doing it. Then the crease is the height of the parallelogram. Explain that the edge perpendicular to the height is the bottom. Please draw the height with a pen and triangle and mark it. Fold several heights in the same way and observe the characteristics of heights. Then teachers and students write down the definition and characteristics of high and low on the summary board.
Design intention: In this link, it not only embodies the teacher's guidance and students' learning, but also cultivates the ability of hands-on and brain. The difficulty has been well broken through. )
Activity 5: Consolidation Exercise (Courseware Demonstration)
1. Which of the following figures is a parallelogram?
2. Can you find out the graphics you have learned from the picture below?
3. Mark the bottom and height of the parallelogram in the picture below.
Lecture notes 3 of the textbook "Understanding Parallelogram".
First, the content of the lecture:
Jiangsu Education Press, Grade Four Mathematics, Volume II, pp. 43-45.
Second, the position, function and significance of teaching content:
This part of the content is to further understand the parallelogram and master its characteristics on the basis that students have initially mastered the characteristics of rectangle, square and triangle, as well as the preliminary understanding of parallelism and intersection. Through the in-depth study of this lesson, students can lay a foundation for further study on the calculation of parallelogram area. The first example in the textbook first asks students to find out some parallelograms on common objects in connection with real life, and then asks students to fully perceive parallelograms according to their personal life experience. Then let the students make a parallelogram and communicate with each other, and feel the basic characteristics of the parallelogram initially. On this basis, the figure of parallelogram is abstracted to let students know and guide them to explore and discover the basic characteristics of parallelogram. The second example identifies the base and height of a parallelogram and reveals the meaning of the base and height. "Try it" allows students to measure the height and the corresponding bottom surface on the designated bottom surfaces of several parallelograms, and further feel the significance of the height and the bottom surface.
Third, say the goal.
1, knowledge and skills target
(1) Understand the concept and characteristics of parallelogram.
(2) Knowing the base and height of the parallelogram, we can draw the height.
(3) Cultivate students' practical ability, observation ability and analysis ability.
2, process and method objectives
Let the students further accumulate the learning experience of understanding graphics through hands-on operation, eye movement observation, speech expression and brain thinking, learn to make parallelograms in different ways, draw parallelograms on grid paper, correctly judge whether the plane graphics are parallelograms, and measure or draw the height of parallelograms.
3. Emotional attitudes and values goals
Let students feel the close connection between graphics and life, feel the learning value of plane graphics, further develop their interest in "space and graphics" and feel the pleasure of successful exploration.
Four, the teaching emphasis and difficulty:
Teaching emphasis: understanding parallelogram; Make a parallelogram with materials and find its characteristics; You can measure or draw the height of the parallelogram.
Teaching difficulty: students' understanding of the characteristics of parallelogram in the process of making it.
V. Preparation of teaching AIDS and learning tools
Teaching AIDS: triangular, parallelogram paper, rectangular movable frame, small blackboard, etc.
Learning tools: triangle, parallelogram paper, protractor.
Talk about learning.
The fourth-grade students are active in thinking, eager for knowledge and like to use their hands and brains. Have a strong curiosity and desire to explore. Therefore, in teaching, I grasp these characteristics and make them understand what they have learned through eye movement observation, hands-on operation and brain analysis and induction.
Oral English teaching methods and learning methods
In this class, teachers should pay attention to teachers' guidance and students' learning, and ask questions, demonstrate and guide them through teachers. Students use hands-on operation, observation, analysis, discussion, induction and other methods to complete the teaching, so that students can gain new knowledge in a relaxed and happy way. We believe that the teaching of this course should reflect the following points.
First, combine teaching with practice.
"Making mathematics live, and letting students learn realistic mathematics" is one of the new curriculum ideas. In teaching, students should first find the parallelogram from the life scene diagram, and then find the parallelogram in life. Finally, an example is given to illustrate the application of parallelogram deformation in life. Let students feel that "mathematics comes from life and moves towards life". Let the mathematics classroom return to the life world.
Second, let students explore in the activities
Psychologist Piaget said: "Activity is the basis of cognition, and wisdom begins with action." In teaching, students can feel the characteristics of parallelograms by making them and communicating with each other. Let students feel the connection between different plane graphics through activities such as spelling, moving and cutting.
Third, independent thinking and cooperation.
There are two cooperative exchanges in this course. Before the cooperation and exchange, I gave students enough time to think independently, so that they could have nothing to say and their thoughts could collide.
On the Teaching Process
First, create situations and introduce new lessons.
1, introducing jigsaw puzzle
Teacher: Have you ever played Tangram? Do you know what different shapes of jigsaw puzzles are made of?
More than 1000 years ago, people in China invented jigsaw puzzles. Tangram consists of seven figures, which can spell out rich patterns. Foreigners call it "China's Magic Disc". In their view, no intellectual toy is more magical than it.
2. Import: Today we will know one of the figures-parallelogram. (Show the topic)
Design intention: Take the "Tangram" that students like as the starting point to arouse students' learning enthusiasm.
Second, try to explore the establishment of the model
(a) Recognition of an acknowledgement that constitutes an expression
Teacher: The figure here is a parallelogram. After changing the direction, I asked: Is it still a parallelogram?
A parallelogram is a parallelogram no matter how its direction changes. (The picture is posted on the blackboard)
(2) Looking for perceptual features.
1, find the parallelogram in the diagram.
Teacher: Here are some pictures. Can you find a parallelogram on them?
2. Find the parallelogram in life
Teacher: Actually, there are parallelograms around us. Where have you seen parallelogram? (Can be displayed through the camera: removable clothes rack)
(3) Do some distinctive explorations.
1. We just found some parallelograms in our life. Now can you make a parallelogram with the materials at hand?
2. Talk about what you did in the group and choose the representative to report in class.
3. Just now, the students made a parallelogram successfully. Did you find anything or gain in the process? How did you find out? (Group communication)
4, the whole class exchanges, the teacher summarizes the characteristics of parallelogram. (Two groups of opposite sides are parallel and equal respectively; Diagonally equal; The sum of internal angles is 360 degrees. )
Design intention: The new curriculum emphasizes experiential learning. Students should not only think with their brains, but also see with their eyes, listen with their ears, speak with their mouths and do with their hands, that is, experience with their own bodies and feel with their own hearts. Here, students can go through the process from representation to abstraction by knowing parallelogram, finding parallelogram and making parallelogram. Let students feel the characteristics of parallelogram in a series of activities.
(4) practice to consolidate appearances.
Do the questions after thinking 1 and 2.
(5) draw pictures to understand the level.
1. For example. Can you tell the distance between the two red lines of a parallelogram? (Students draw on homemade pictures) Tell me how you measured it.
2. Teacher: The vertical line you just drew is the height of the parallelogram. This opposite side is the base of the parallelogram.
3. What did the parallelogram book say? (Students read books)
4. How many such high-energy paintings are there? Why? Can you draw the height of another group on the opposite side and measure it? (mobile phone)
5. Try teaching. Students measure each other and emphasize the corresponding relationship between bottom and height when communicating.
6. Draw high (think about doing the fifth question) (remind students to draw rectangular marks)
Third, hands-on operation has been consolidated and deepened.
1, think about doing questions 3 and 4 after you finish.
Question 3: Spell it out and move it. Tell me how to move it.
Question 4: Master Zhang, a carpenter, wants to saw a parallelogram board in half to make a rectangular desktop. If you were Master Zhang, what would you think? Want to try it? Try to find a parallelogram paper.
2. Do the sixth question after thinking (do well before class and do activities in class. )
(1) The teacher took out his rectangle, took it sideways and pulled it in the opposite direction. Look what you found. Teachers observe students and communicate with each other.
(2) Judgment: Is a rectangle a parallelogram? Discuss in groups and then explain the reasons. At this time, the teacher can ask the students what kind of parallelogram the rectangle is. What is (special) special?
(3) Obtaining the features of parallelogram.
Then the teacher holds the diagonal of the parallelogram and pushes it inward. Look what you found.
Teacher: Triangle has stability. What do you think of the characteristics of parallelogram through the hands-on operation just now? (unstable, easily deformed)
(4) Application of characteristics
Teacher: parallelogram is easy to deform and has a wide range of applications in life. Can you give some examples? (Students read textbook P45 after giving examples. "Do you know?" )
Design intent:
Fourth, talk about the expansion and extension of harvest.
1, Teacher: Did you get anything from this class today?
2. Use the puzzle in your hand to spell out the figures we have learned.
3. Find the application of parallelogram deformation in life.
Design intent:
Expand the limited space of classroom teaching and combine closely inside and outside the class. After class, students are given practical homework, which requires them to find the application of parallelogram's easy-to-deform characteristics in life, so that students' classroom learning can be linked with after-school life, and students can feel the application of classroom knowledge in life, which can not be separated from mathematics all the time, thus enhancing the intimacy and practicality of mathematics learning.