I. teaching material analysis

The course of multiplication with the same base requires students to deduce the operational nature of multiplication with the same base, understand and master the characteristics of the nature, and skillfully use the operational nature to solve problems. In teaching, the simple imitation memory mode in the past has been changed, and the teaching concept of taking students as the main body, guiding students to practice, exploring independently and cooperating and communicating has been embodied. Form a good sense of application through practice.

Power with the same base is a basic property of power after learning the multiplication of rational numbers and the addition and subtraction of algebraic expressions, and it is also the most basic property among the three properties of power. Learning the power of the same base well can form a positive transfer to the multiplication and division of the other two properties and algebraic expressions.

Therefore, same base powers's multiplication property is not only a generalization of rational number power multiplication, but also an important basis for multiplication and division of algebraic expressions, which plays an important role in this chapter.

Second, the teaching objectives

(A), knowledge and skills

1, understand the base power rule of the same knowledge and skills.

2. Solve some practical problems by using the same base power rule.

(2) Ability training

1. Develop reasoning ability and organizational expression ability when further understanding the meaning of power.

2. Students can understand the special-general-special cognitive law through the deduction and application of the "power rule with the same base".

(C), emotional value

Appreciate the scientific way of thinking, accept the influence of mathematical emotion, and stimulate students' interest in inquiry.

Teaching emphasis: correctly understand the multiplication rule of the same base number.

Teaching difficulties: correctly understand and apply the law of power with the same base.

Teaching means: In order to make the deductive process of nature more vivid and clear, multimedia is used for teaching.

Third, the analysis of teaching methods

1, analysis of teaching methods

According to the teaching objectives, students should be allowed to experience the process of exploring nature. Therefore, in the process of deducing nature, students should be guided to think, explore, communicate, discuss and discover nature in the form of questions, so that the learning process of students can become a process of rediscovery and re-creation, so that students can master the methods of learning and research, develop good study habits, and learn to learn, think and learn to learn.

For the derived nature and its language description, we can guide them to understand and remember in a relaxed and challenging way, and combine students' discussion with teachers' teaching in teaching methods. In the whole teaching, the mathematical thinking methods of induction and deduction are infiltrated at different levels to cultivate students' good thinking habits.

2. Guidance on learning methods

The main contradiction in teaching is students' learning, which is the center and the purpose. Therefore, students should be constantly guided to learn to learn in teaching.

This lesson is mainly to teach students a "hands-on, thinking, multi-cooperation, bold guess, verification" seminar-based learning method. Doing so increases students' participation opportunities, enhances students' awareness of participation, and teaches students the methods of acquiring knowledge and thinking about problems, so that students can truly become the main body of learning. And master the content of this lesson through hands-on practice, understanding memory and intensive training.

Fourth, the teaching process

First, create a situation to ask questions.

Using multimedia projection to guide students to observe the characteristics of formulas derived from questions: 105? 107=

Second, explore exchanges and discover new knowledge.

(a), put forward new tasks:

Thinking: What does Ann mean? What's the name of a, n and an?

Question: What do 1 and 25 mean?

2、 10? 10? 10? 10? 10 can be written in what form?

Thinking: 1, formula 103? What is the meaning of 102?

2. What are the characteristics of the two factors in this formula?

3、a3？ a2=

In this process, pay attention to students' understanding of the meaning of power and ask them to explain the reasons for each step.

Thinking: Please observe the relationship between cardinality and exponent on the left and right sides of the following questions.

103 ? 102 = 10( ) 23 ? 22 = 2( ) a3？ a2 = a()

(2), improve the difficulty of the task:

Guide students to observe the relationship between cardinality and index before and after calculation, and encourage students to describe it in their own language.

Guess: am? An= (when m and n are positive integers)

(3) Challenge: Can you sum up the rules you found with simple formulas?

(4) Put forward a higher challenge: ask students to explain, explain and verify the correctness of power from the perspective of its meaning.

Then let the students think and explore independently step by step:

1, Bibi: the essence of memory operation

2. Think back to what method you used to remember. Can this method last? Can you suggest more constructive improvement measures?

Guess: am? An= (when m and n are positive integers)

The analytical conditions of operation properties are ① multiplication ② idempotent.

Results: ① Cardinal number remained unchanged; ② Exponential addition (for solving problems).

3. Remember again. On the basis of understanding, combined with the characteristics of nature and language narration, the memory is extracted purposefully.

4. Q: "What do you think should be paid special attention to in applications of this nature?"

(E), the application of practice to promote deepening.

1。 Calculation: (1) 107? 104 ; (2)(-x)2？ (-x)5 .

2。 Calculation: (1)23? 24? 25 (2) years old y2？ y3

Can you answer the question raised at the beginning? What is 107?

Exercise design:

Consolidation Exercise: 1 Calculation: (Answer first) 2 Calculation: 3. Is the following calculation correct? If not, how to correct it?

Variant training: fill in the blanks:

Thinking: 1. Calculation: 2. Fill in the blanks:

Five, refine the summary, improve the structure

"What did you gain in knowledge and learn from this lesson?" Guide students to summarize independently, and organize students to exchange their gains and experiences, successes and failures.

Six, homework extended learning

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