As a faculty member, you usually need to use class notes to assist teaching, which helps to carry out teaching activities smoothly and effectively. How to write a speech? The following is a draft of 5 general lectures on mathematics popularization in junior middle schools collected by People's Education Press. Welcome to share it with everyone.
General handout of junior high school mathematics 1 1, teaching material analysis
1, the position and function of teaching materials
This textbook is the content of junior high school mathematics xx grade book, and it is also one of the important contents of junior high school mathematics. On the one hand, this is a further deepening and expansion of xx on the basis of learning xx; On the other hand, it lays a foundation for learning other knowledge and is a tool for further learning xx. Therefore, this lesson plays a connecting role in the textbook.
2. Analysis of learning situation
About the students who have studied xx before, they have a preliminary understanding of xx, which lays the foundation for successfully completing the teaching task of this class. However, students may have some difficulties in understanding xx (due to its high degree of abstraction), so it should be easy to understand in teaching.
3. Emphasis and difficulty in teaching
According to the position and function of the above teaching materials, as well as the analysis of the learning situation, combined with the requirements of the new curriculum standard for this class, I will determine the focus of this class as follows:
The difficulty is determined as follows:
Second, the analysis of teaching objectives
According to the teaching concept of the new curriculum standard, in order to cultivate students' mathematical literacy and lifelong learning ability, I have established the following three-dimensional goals:
1. Knowledge and skill objectives:
2. Process and method objectives:
3. Emotional attitude and value goal:
Third, the analysis of teaching methods
In this class, I will adopt heuristic and discussion-based teaching methods, and advocate students to actively participate in teaching practice in the form of independent thinking and mutual communication, and find, analyze and solve problems under the guidance of teachers. In guiding the analysis, I will give students enough time and space to think, associate and explore, and complete the real knowledge self-construction.
In addition, in the teaching process, multimedia-assisted teaching is used to present teaching materials intuitively, so as to better stimulate students' interest in learning, increase teaching capacity and improve teaching efficiency.
Fourthly, the analysis of teaching process.
In order to teach in an orderly and effective way, I mainly arranged the following teaching links in this class:
(1) Review and you will know, and you will learn new things from the old review.
Design intention: Constructivism advocates that teaching should start from students' existing knowledge system, and xx is the cognitive basis for in-depth study of xx in this class, so design is conducive to guiding students to enter the learning situation smoothly.
(2) Create situations and ask questions
Design intention: Create situations in the form of a series of questions, which will trigger students' cognitive conflicts, make students doubt old knowledge, and thus stimulate students' interest in learning and desire for knowledge.
By creating situations, students have a strong desire for knowledge and a strong motivation for learning. At this time, I take the students to the next link-
(3) Find problems and explore new knowledge.
Design intention: Modern mathematics teaching theory points out that teaching must be obtained on the basis of students' independent exploration and experience induction, and the process of thinking must be displayed in teaching. Here, through observation and analysis, independent thinking and group communication, students are guided to summarize.
(4) Analysis and thinking to deepen understanding.
Design intention: the theory of mathematics teaching points out the connotation and extension (conditions, conclusions, scope of application, etc. ) mathematical concepts (theorems, etc.). ) it should be clear. By expounding several important aspects of the definition, students' cognitive structure can be optimized, students' knowledge system can be improved, and students' mathematical understanding can break through the difficulties of thinking again.
Through the previous study, students have basically mastered the content of this lesson. At this time, they are eager to find a place to show themselves and experience success, so I lead the students into xx.
(5) Strengthen training and consolidate double basics.
Design intention: several examples and exercises are from easy to deep, from easy to difficult, each with its own emphasis. Among them, example 1 ... example 2 ... embodies the teaching idea of making different students develop differently in mathematics proposed by the new curriculum standard. The overall design intention of this link is to feedback teaching and internalize knowledge.
(6) Summarize and deepen.
Among them, summary should not only be a simple list of knowledge, but also an effective means to optimize the cognitive structure and improve the knowledge system, so as to give full play to students' dominant position and let students talk about the gains of this class.
(7) Contrast feedback of in-class testing.
(8) Arrange homework to improve sublimation.
Based on the consolidation and development of homework, I designed mandatory questions and multiple-choice questions. Mandatory questions are feedback to the content of this lesson, and multiple-choice questions are an extension of the knowledge of this lesson. The overall design intention is to feedback teaching, consolidate and improve.
These are my views on this course. Please forgive my shortcomings!
General lecture notes for junior high school mathematics 2 I. Oral teaching materials
Solving the quadratic equation with one variable by factorization is the fourth section of Chapter 2 in the first volume of Grade 9 of Beijing Normal University, which is one of the main contents of middle school mathematics and occupies an important position in junior middle school mathematics. From the development of knowledge, students can consolidate real numbers, linear equations, algebraic expressions, quadratic roots and other knowledge. By studying the univariate quadratic equation and the univariate quadratic equation at the same time, we can lay a good foundation for studying the fractional equation and quadratic function that can be transformed into univariate quadratic equation in the future.
Second, talk about learning.
Any teaching process is aimed at imparting knowledge, cultivating ability and stimulating interest. Middle school students have a strong curiosity and thirst for knowledge. When they solve practical problems and find that the equation they want to solve is no longer the one-dimensional linear equation they have learned before or other equations that can be transformed into one-dimensional linear equations, they naturally want to further study and explore the matching method for solving equations. From the perspective of students' cognitive structure, we systematically studied the complete square formula, quadratic root and collocation method, which laid the foundation for us to continue to learn factorization to solve quadratic equations in one variable.
Third, talk about teaching objectives.
Knowledge and skills
Mastering the factorization method will correctly solve the quadratic equation of one variable.
Process and method
Through the process of transforming a quadratic equation of one variable into two quadratic equations of one variable by factorization, the mathematical thinking methods of "equivalent transformation" and "reduction" are realized.
Emotional attitudes and values
By discussing the solution of a quadratic equation, we can understand the idea of "order reduction" and gradually develop the spirit of active inquiry and the consciousness of active participation.
Fourth, talk about the difficulties in teaching.
focus
Solving quadratic equation with one variable by factorization.
difficulty
Find and understand the method of factorization.
Verb (abbreviation of verb) oral teaching method and learning method
In this class, I mainly use heuristic, analogy and inquiry teaching methods. Try to embody the model of "analogy-inquiry-induction" in teaching. Show the process of knowledge generation step by step in a planned way, and infiltrate mathematical thinking methods. Because students' ability to match squares is limited, multimedia-assisted teaching is adopted in this course. Through observation and demonstration, students are guided to summarize the law of factorization, thus breaking through the difficulties.
At the same time, students have a positive emotional experience through the learning process of independent exploration, cooperation and communication, and then creatively solve problems, effectively give play to students' thinking ability, and give play to their consciousness, initiative and creativity.
Sixth, talk about the teaching process.
(A) the introduction of new courses
Because of the origin and life of mathematics, it is easy for students to accept and perceive situations created according to their actual life background. The examples in the textbook are demonstrated by courseware and analyzed by multimedia, which fully shows the vividness and flexibility of multimedia demonstration and enhances the intuition; At the same time, it helps students extract mathematical problems from practical problems, and initially cultivates students' spatial concept and abstract ability. Factorization can stimulate students' thirst for knowledge and enter the new classroom smoothly.
(2) Explore new knowledge
Question 1: Is it possible that the square of a number is equal to three times this number? If they are equal, what is the number? How did you get it?
Students discuss and explore in groups, and then show three methods.
Question: What method does Xiaoying use? -Formula method
Is Xiao Ming's solution correct? Why? -Contrary to the nature of the equation, x may be zero.
Is Xiao Liang's solution correct? What is the basis-multiplication of two numbers, if the product is equal to zero, then at least one of the two numbers is zero.
Question 2: Students discuss which method is right and which method is wrong. What is the cause of the mistake? Which method would you use]
Teachers guide students to draw a conclusion:
If a b=0, then a=0 or b=0.
(If the product of two factors is zero, at least one factor is zero; Conversely, if one of the two factors is equal to zero, then their product is also equal to zero. )
"Or" has the following three meanings.
①a=0 and b ≠ 0 2A ≠ 0 and b=0 3A = 0 and b=0.
Question 3:
(1) What kind of quadratic equation with one variable can be solved by factorization?
(2) What is the key to solving a quadratic equation with one variable by factorization?
(3) What is the theoretical basis for factorization to solve a quadratic equation with one variable?
(4) To solve the univariate binary equation by factorization, must it be transformed into a general form first?
Factorization: When one side of a quadratic equation is 0 and the other side is easily decomposed into the product of two linear factors, we can use factorization to solve it. This method of solving a quadratic equation with one variable by factorization is called factorization.
This is what I want to remind students:
1. The conditions for using factorization method are: the left side of the equation is easy to decompose, and the right side is equal to zero;
2. The key is to master the knowledge of factorization skillfully;
3. The theory is still "If the product of two factors is equal to zero, then at least one factor is equal to zero."
(3) Consolidate and improve
In this link, I follow the principle of combining consolidation with development and guide students to practice first. The exercise is as follows:
Do you solve the following equations by factorization?
When students are doing exercises, they should make a tour to master the students' exercises in time so as to make targeted comments. Consolidating the knowledge of this course through group cooperation on individual topics can not only arouse students' enthusiasm and initiative in learning, but also enhance students' consciousness of actively participating in teaching activities and sense of collective honor, and also cultivate students' observation ability and judgment ability. After the students finish the textbook exercise, add an exercise to improve their understanding of factorization. At the same time, it also plays the role of hierarchical teaching.
(4) Summarize the homework
Finally, there is a summary meeting. What did you learn from this lesson? The whole process is carried out by students themselves, thus cultivating students' ability of induction and generalization. Considering that students' development in knowledge, skills and abilities is different, I assign homework at different levels, which is divided into two categories: mandatory and optional, so as to take into account students with learning difficulties and students with spare capacity.
Seven, say blackboard writing design
My blackboard writing is clear, concise and intuitive, showing the internal connection of knowledge. The blackboard writing is as follows:
General lecture notes for junior high school mathematics 3 I. Guiding ideology
This course takes "health first" as the guiding ideology, comprehensively promotes quality education, cultivates students' lifelong sports consciousness and scientific fitness ability, gives full play to students' dominant position, improves students' sports literacy and makes students study happily.
Second, the teaching content.
The teaching content of this course is xxxxX technology "Physical Education and Health", a compulsory unit of XXXXX in junior middle school. Xxxxxx directly affects students' xxxxxx quality and plays an important role in teaching. Its technical action is not complicated, but it is difficult for students to reach XXXX, so teachers and students should attach great importance to it and strive to achieve the teaching goal.
Third, teaching objectives.
According to the teaching content, the following teaching objectives can be determined:
1, so that students can master the basic knowledge of xxxx and form a correct concept.
2. Through study, most students can master the technical movements of xxxx and develop students' quality of xxxx.
3. Cultivate students' xxxxxx spirit.
Fourth, the key points and difficulties.
According to the technical characteristics of xxx and the actual situation of students, we can determine that
The key point is:
The difficulty lies in:
We can break through the minor key points and difficulties through the guidance of teachers and the practice of students.
Fifth, analysis of learning situation.
The teaching theme of this class is that students are grade students, with 40 students. Because primary school students are in the period of growth and development, their physical fitness and motor skills are poor, but they are interested in intuitive and easy-to-imitate knowledge. According to this feature, the class adopts intuitive teaching principles and makes use of the existing venues and equipment of the school to achieve the teaching objectives.
Sixth, teaching methods and learning methods.
This course adopts the teaching strategies of teachers' inspiration and guidance, students' repeated practice, and teaching methods such as explanation, demonstration, inspiration, question and answer, and error correction. Give full play to students' dominant position and teachers' leading role. Through the step-by-step practice process, students can master xxxxxx technology, strive to complete teaching objectives and cultivate students' xxxxxx quality.
Sixth, the teaching process.
According to the changing law of human physiological function activities, the teaching of this course can be divided into the stage of introducing situations, the stage of stimulating motivation, the stage of skill learning and the stage of summarizing.
The incentive phase includes:
1, classroom routine, including queuing, checking the number of people, greeting teachers and students, etc. Let the students enter the class state.
2. Announce the teaching contents, objectives and requirements of this course to students.
The incentive phase includes:
1, students warm up and enter the state of exercise to prevent sports injuries.
2. (Auxiliary exercises of new content) Further warm-up, stimulate interest in learning, activate classroom atmosphere, and lay a foundation for learning new skills.
Skills learning stage:
1, students watch the teaching video to understand the basic knowledge of xx, the teacher puts forward the viewing goal, and the students discuss the technical actions of xx, forming a vague concept.
2. The teacher explained the demonstration actions to the students with a flip chart, and the students imitated the teacher's actions. Pay attention to the key and difficult points when explaining, and pay attention to the decomposition action and demonstration speed when demonstrating, focusing on the side demonstration, supplemented by the previous demonstration, so that students can see more clearly.
3. Practice with bare hands, so that students can initially experience the movements and initially form the movements.
4. Practice in groups. Teachers guide and observe students' practice, find and correct mistakes, and understand students' practice feelings by asking questions. Make students basically form actions.
5, games or competitions, to understand the students' mastery of the action.
Summary stage:
Accompanied by music, teachers guide students to do relaxation exercises to make them happy physically and mentally.
The teacher summed up the learning situation, recycled the equipment and announced the class was over.
Seventh: According to the teaching content and teaching needs, the required venues for this course are:
The required equipment is:
Eighth: the practice density of this course is 35%, and the average heart rate of students is 140 beats/minute.
Ninth: This course follows the law of understanding objective things and forming motor skills. The classroom teaching is reasonable, the atmosphere is active, and the teaching objectives can be achieved.
General handout of junior high school mathematics 4 I. Speaking of teaching materials:
1, teaching content: the teaching content of the class I am talking about is ()
2. Teaching status: This course is based on learning () and is also the basis of learning () in the future.
3. Teaching objectives:
(1) enables students to explore and discover (or understand and master) in combination with specific situations (), and will use what they have learned to solve simple practical problems.
(2) Make students actively experience the process of independent exploration, cooperation and communication, and cultivate their thinking abilities such as observation, comparison, analysis, induction and generalization.
(3) Make students realize the connection between mathematics and life in the process of exploration, gain a successful experience and enhance their self-confidence in learning mathematics well.
4. Teaching emphases and difficulties: In order to enable students to achieve the teaching objectives smoothly, I have determined the emphases and difficulties of this course. The teaching emphasis is (), and the teaching difficulty is ().
Second, talk about teaching methods:
Starting from students' existing knowledge level and cognitive law, in order to better highlight the teaching focus of this course and resolve difficulties, I adopted the following teaching methods:
(1) Visual demonstration and operation discovery (or observation and comparison): Teachers use visual teaching AIDS (or multimedia) to demonstrate, guide students to observe and compare, and then let students operate and discuss, so that students can explore, understand and apply new knowledge on the basis of rich perceptual knowledge, thus consolidating and deepening new knowledge.
(2) Setting questions skillfully embodies two "masters": teachers set questions, point out the learning direction, create an atmosphere of exploring new knowledge, inspire students' thinking purposefully, planned and hierarchically, make students become masters of learning, and make students participate in the whole teaching process in observation, comparison, discussion and research, so as to achieve the purpose of mastering new knowledge and developing their abilities.
(3) Use migration to deepen and improve: use the law of knowledge migration to cultivate students' ability to learn new knowledge by using old knowledge, so that students can learn actively, master knowledge and form skills.
Third, the methods of speaking and learning:
Through the study of this lesson, let students learn to observe, compare, summarize and summarize (), and let students actively explore, communicate and ask questions.
Fourth, talk about the teaching process:
In this lesson, I mainly designed four teaching procedures: situational introduction (or review introduction), exploring new knowledge, practical application and feedback summary.
(A) situational import (or review import)
(Evaluation: Starting from students' familiar life situation and existing knowledge base, the starting point of new knowledge was identified, which stimulated students' interest in learning and thirst for knowledge)
(2) Explore new knowledge
This program mainly arranges () teaching links:
(Evaluation: Let students fully experience mathematical activities and mathematical thinking such as operation, observation, comparison, imagination, reasoning, reflection, induction and generalization, and discover (). Adequate inquiry activities not only cultivate students' rational reasoning ability, but also effectively promote the development of students' thinking ability. )
(3) Practical application
Evaluation: Practice is an important means to master knowledge, form skills and develop thinking. According to the teaching emphases and difficulties of this course, the above exercises are designed in a hierarchical and targeted manner, with the aim of enabling students to further consolidate their understanding of new knowledge. On the premise of mastering the basic knowledge, expanding practice can deepen the teaching content and cultivate the flexibility of thinking. (4) Feedback summary: What did we learn today? What did you get?
Junior high school mathematics general handout 5 teaching material analysis:
This lesson comes from Chapter xx, Section xx of High School xxxxxxxxXXX published by XXXXXXXXX Publishing House.
1, this lesson is divided into xxxx parts, namely: xxxxxxxxxxxxxxxxxxxxxx.
2. This course runs through the whole teaching after xxxxxx, which is the basis for students to operate XXXXXX smoothly and quickly, and is also an important link to form students' reasonable knowledge chain. (This article is basically universal)
3. This class is exposed to XXXXXXXX and XXXXXXXXXXX, which is of great significance for studying XXXXXXXX in the future.
4. This lesson is the key to further learning XXXXXXXXXXXXX on the basis of learning XXXXXXXX. (You don't need to say all the above four items flexibly. You can refer to the sentences in the preface, mainly about the significance of learning this lesson. Next, let's talk about the teaching objectives of this class.
Teaching objective: xxx
Knowledge goal:
Ability goal:
1. Through the combination of lectures and practice, cultivate students' ability to deal with xxxx and solve problems.
2. Group study to cultivate students' ability to communicate and cooperate with others.
3. Improve students' ability to analyze and solve problems by setting problem situations.
(Select competency goals as needed)
Emotional goals:
1, cultivate students' earnest and meticulous learning attitude.
2, through the process of finding and solving problems, cultivate students' cooperative spirit, enhance students' thirst for knowledge and enthusiasm for learning computers.
(For the teaching objectives, due to the short time, there is no need to divide them into these three objectives, just say three points. )
When we analyze the teaching materials and understand the teaching objectives, it is not difficult to understand the key points and difficulties of this lesson.
Key points and difficulties:
Key points:
Difficulties:
(For the key points and difficulties, just say the content of this lesson. You can refer to the topic of this lesson and the topic of each part. )
So, how should we finish the task of this lesson? Let's talk about the teaching methods and learning methods of this class.
Teaching methods:
1, an example, combined with the method of guiding inquiry to stimulate students' interest in learning.
2. Teachers speak well and students practice more, which embodies the teaching principle of taking students as the main body and teachers as the leading factor.
3. Use analogy to guide students to find problems and learn independently, so as to experience the happiness of acquiring knowledge independently.
4. Break through the key and difficult points through "teaching", "learning", "releasing" and "receiving".
(Choose any teaching method as needed. Just two or three. According to the schedule. )
Teaching and learning learn from each other. I adopted two main learning methods in this course.
Studying law:
1, active learning method: ask questions with examples, so that students can gain perceptual knowledge, and at the same time, teachers can explain them in simple terms, inspire students to think positively, explore knowledge actively, and cultivate students' comprehensive ability of thinking and imagination.
2. Feedback remedy method: In practice, pay attention to students' feedback on learning, so as to achieve "helping the excellent and helping the poor to meet different needs."
Teaching process:
This class is held in a multimedia classroom, and the teaching AIDS needed are teachers' computers-students' computers, projectors, blackboards, etc.
I divide this lesson into three parts.
It takes about 5 minutes to conduct the lead-in part, mainly to review and introduce new lessons.
It takes about 20 minutes to perform the body part. Mainly through the combination of lectures and practice to complete the study of xxxxxx, xxxxxx, XXXXXX, XXXXXX.
Finally, the conclusion is about 5 minutes, mainly summary and homework.
In other words, summarize this lesson and assign homework.
(1, regarding the combination of lecture and practice, if it is a theoretical class, practice means doing exercises, if it is an operation class, it is practical operation on the computer.
(2) I am assigned according to a class of 40 minutes, which needs to be verified.
(3) The general pattern is as follows, which can be selected according to the time requirements.
(4, the voice must be loud, and the speed of speech cannot be too fast. In view of the teaching objectives, key points and difficulties. You should highlight the vocabulary of the course flow. But don't waste time writing on the blackboard.
(5) Pay attention, occasionally look at the judges and make eye contact.
If you try to talk, lead out this lesson, and then write the title of this lesson on the blackboard conveniently. Writing is clear and powerful.
If you think you can't finish the whole class, you can say that I will mainly talk about xxxx today. Because there are no students, so don't be too scattered, have ideas. If you can show the process of your communication with students, show it once, otherwise, tell your own directly.
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