1. Knowledge goal: Through observation, operation and other activities, preliminarily recognize and identify rectangles, squares, parallelograms, triangles and circles, and realize that "face" is on "body".
2. Ability goal: to form a sense of space and innovation in the process of hands-on operation.
3. Emotional goal: Through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life and stimulate students' interest in mathematics learning.
Teaching focus:
Can recognize these four kinds of graphics.
Teaching difficulties:
Experience "face" in "body"
Teaching process:
First, create situations and introduce new lessons.
(Courseware Demonstration: Beautiful Castle)
Today, our good friend mischievously took us to visit the graphic castle in the mathematics kingdom. Do you want to go? Naughty has a request. In this class, you must listen carefully and speak actively. Did you do it? In this castle, there are various shapes of graphics. Please recognize them and say their names.
Cuboid, cube, cylinder and sphere are all three-dimensional figures. In the castle of graphics, in addition to the three-dimensional graphics family, there is also a huge family, that is, plane graphics. (Courseware demonstration: plane graphics)
Reveal the theme: Today, let's get to know these plane figures. (blackboard writing: knowing graphics)
Second, exchange operations and explore new knowledge
1, perception of "face" on "body"
(1) Observe the operation.
Naughty told us a little secret. He said that these plane figures are hidden in objects on everyone's desktop. Please find and touch the side of the object on your desk and tell us how you feel. Hurry up and act!
(2) Reporting and communication
Say: How do you feel when you touch the face of the person you are looking for? The main feature of guiding students to say "face" is flatness. )
2. Hands-on operation and cooperative learning
(1) Teacher's inspiration: Who can think of a good way to take these plane graphics out of the three-dimensional graphics and leave them on the white paper on the table? Group cooperative discussion. Guide students to come up with a variety of methods (sketch, painting, printing, etc.). ) and give them praise.
The teacher has prepared the test paper for you. Let's ask you to choose your favorite three-dimensional graphics and write down these planes.
(3) Report and show different methods.
3. Summary
In this way, the plane of an object is represented as a plane figure, which is called a plane figure.
4, everyone is really amazing, and the teacher invited these plain faces to the computer to observe what would happen carefully.
(Courseware demonstration, show the graphic names and write them on the blackboard. )
5. Think about it. What's the difference between three-dimensional graphics and plane graphics? How do you want to remember these four new friends?
6. Look carefully at which two portraits. How to distinguish them? (Courseware demonstration)
Now that we know these numbers, let's put them on a stick and see what numbers you can put. (Hands-on operation and demonstration by students)
Teacher: Is it round? Now can you quickly divide these figures into a point?
8. Intermittent break: Happy clapping songs
In fact, these numbers are everywhere in life. Please find out which objects and faces are the people we know today in the teacher. The teacher also found several figures. What are the patterns on the surface of these traffic signs?
Summary: It is these traffic signs that remind us of traffic safety at all times.
Third, consolidate and deepen, migrate and expand.
1, guess.
2. Complete exercise 1, questions 1 and 2.
3. Enjoy the pictures.
Fourth, the whole class summarizes.
What did you get from this lesson?
The second teaching content:
Cognitive map
Teaching material analysis:
The part of "Understanding Graphics" is the first lesson of this textbook "Interesting Graphics". It is based on the understanding of three-dimensional graphics in the first volume, which makes students have a preliminary understanding of plane graphics and lays the foundation for further learning geometry knowledge. The textbook embodies the design idea from three-dimensional to plane, and pays attention to letting students experience the relationship between face and body through operation activities.
Analysis of learning situation:
This lesson is aimed at first-year students. First-year students have a strong curiosity and thirst for knowledge. In the last semester of senior one, students have learned cuboids, cubes, cylinders and spheres, and have initially understood these geometric figures, forming a certain spatial concept. At the same time, students have certain life experience and pay more attention to the things around them. After taking part in the study for a period of time, I have mastered some basic learning skills: I can try purposefully according to the specific requirements of teachers, have a certain practical ability, have a preliminary sense of group cooperation, and have a certain ability to observe and find problems.
Teaching objectives:
1. In the operation activities, let students know rectangle, square, triangle and circle, and experience "face on the body".
2. Experience the ubiquity of rectangles, squares, triangles and circles in life, and the close relationship between mathematics and life.
3. Cultivate students' preliminary observation, comparison and hands-on operation ability, and cultivate students' preliminary concept of space.
Teaching focus:
Know rectangle, square, triangle and circle, initially perceive their characteristics, and correctly distinguish these figures.
Teaching difficulties:
Through various operational activities, I realized that "the face comes from the body".
Teaching preparation:
3D graphics
Teaching process:
First, get to the point.
Hello, everyone. Today I will give you a lesson. In order to give you a rich and interesting lesson, I have made a lot of preparations, and at the same time, I have asked my classmates to prepare something. Let me see how everyone is getting ready. Put the prepared graphics and white paper on the table. It seems that everyone is taking this course seriously. So, are you confident to learn this lesson well? Can you listen to the teacher carefully? Can you listen carefully to other people's answers? Can you take the initiative to raise your hand and speak? Ok, let's learn about graphics and blackboard writing in this class.
Second, exchange operations and explore new knowledge
1, say it
A, Teacher: Look at these figures prepared by the teacher (showing the three-dimensional graphic model). Can you find out the three-dimensional graphics we learned from them? Looking for what? Three-dimensional figures on the blackboard.
Students observe, find and answer the figures on the platform: there are cuboids, cubes, cylinders and spheres. The teacher writes on the blackboard in turn.
Teacher: Let's take a look again. What's the name of this strange figure?
This is a new figure, which we call triangular prism.
Teacher's question: Do you want to know what these figures are made of?
Let's watch the teacher do magic. The teacher showed the cuboid and took apart six faces. Look clearly, what figure I have become now, (cuboid) and then look. What is this cuboid made of?
Health: It consists of six surfaces: top, bottom, left, right, front and back.
Teacher: Let's count the faces of a * * *.
Teacher: Then please pick up the cuboid on the desktop and find out these six faces with your little hand.
Student touch model.
Tell me what this face feels like. Smooth and flat.
Step 2 do this
How to display plane graphics on paper?
Teacher: You have all worked out the faces of the cuboids. Now there is a new problem. If you don't disassemble the cuboid, how can you move such a flat surface to paper?
Students think, raise their hands and answer, and say what they can do.
Guide students to come up with various methods (drawing, printing and methods), and teachers can demonstrate printing.
When the students come up with pictures, let them go on stage and demonstrate on the blackboard. Then ask if there is any other way. If the students are confused, the teacher will demonstrate the printing method himself.
Draw a plane figure on paper independently.
Teacher: The children are amazing. They came up with so many good ideas. Do you want to taste it yourself?
Health: Yes. Teacher: Well, there are several requirements before starting work.
1, count how many faces you get from a three-dimensional figure.
2. Think about the graphics you use to draw your face.
Can you do it? Now, let's begin. If you need help, you can ask your deskmate to help you.
Hands-on operation. Pay attention to the students' homework during the patrol. )
3. Reporting and communication (give students the opportunity to "speak", let students state the operation process, express their personal feelings, cultivate the order of language and promote the logic of thinking. )
Teacher: I want to ask some students to show you your work. Can you tell me from which object you moved this portrait to where?
1: I moved this figure away from this side of the cuboid.
Teacher: You speak very well. Do you think the graphics he moved are the same as those moved by the teacher? In the same way, the teacher shows a rectangle on the blackboard. Let's ask another student to show his work. Can you tell me from which object you moved this portrait to where?
Student 2: The teacher shows rectangles, squares, triangles and circles in turn according to the students' answers.
The teacher summed up the faces obtained from each three-dimensional figure.
Teacher: The students are really amazing, showing one side of the object on paper. I know that smart students all know the names of these numbers. Who can tell me exactly and loudly?
Note: Pay attention to correct students' mistakes when answering, such as a circle. Mathematically, it's called a circle.
Question: How many planar graphs are there on each 3D graph?
Teacher: Is it possible to find only one face on a cuboid?
Student: No, there are six faces in turn. How many plane figures are there on each three-dimensional figure?
Teacher: Let's touch the plane figure and see what it feels like.
Please come on stage and touch each plane figure in turn.
4. Summary
Today, we met these new friends, rectangle, square, circle and triangle. They are all faces on three-dimensional graphics, and they are all flat, so we call them flat graphics. Write on the blackboard.
Look carefully. What are they like? Health: average.
Can anyone tell us what their characteristics are?
Third, consolidate the practice.
1, Lian Lian has a problem for his classmates to help him solve.
If a student makes a mistake, confuse a square with a rectangle. Teacher: Does anyone want to say something to him? Correct mistakes. Who will help her change it?
2. paint it. Teachers can make some interesting patterns with these simple patterns, believe it or not.
The teacher draws on the blackboard and asks the students to come up and color.
Let's talk about it. In fact, in our life, many objects have these plane figures on their surfaces that we learned today. Which careful child can find the plane figure we learned today.
Fourth, class summary.
In fact, in our life, these plane graphics are everywhere. I hope that the students can use our eyes that are good at discovering wisdom to find several plane figures learned today in their lives. Do it, find mathematics in life and apply mathematics to our lives.
Blackboard design:
Cognitive map
Stereographic figure
Article 3 Teaching objectives:
1. Knowledge goal: Through observation, operation and other activities, preliminarily recognize and identify rectangles, squares, parallelograms, triangles and circles, and realize that "face" is on "body".
2. Ability goal: to form a sense of space and innovation in the process of hands-on operation.
3. Emotional goal: Through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life and stimulate students' interest in mathematics learning.
Teaching focus:
Can recognize these four kinds of graphics.
Teaching difficulties:
Experience "face" in "body"
Teaching process:
First, create situations and introduce new lessons.
(Courseware Demonstration: Beautiful Castle)
Today, our good friend mischievously took us to visit the graphic castle in the mathematics kingdom. Do you want to go? Naughty has a request. In this class, you must listen carefully and speak actively. Did you do it? In this castle, there are various shapes of graphics. Please recognize them and say their names.
Cuboid, cube, cylinder and sphere are all three-dimensional figures. In the castle of graphics, in addition to the three-dimensional graphics family, there is also a huge family, that is, plane graphics. (Courseware demonstration: plane graphics)
Reveal the theme: Today, let's get to know these plane figures. (blackboard writing: knowing graphics)
Second, exchange operations and explore new knowledge
1, perception of "face" on "body"
(1) Observe the operation.
Naughty told us a little secret. He said that these plane figures are hidden in objects on everyone's desktop. Please find and touch the side of the object on your desk and tell us how you feel. Hurry up and act!
(2) Reporting and communication
Say: How do you feel when you touch the face of the person you are looking for? The main feature of guiding students to say "face" is flatness. )
2. Hands-on operation and cooperative learning
(1) Teacher's inspiration: Who can think of a good way to take these plane graphics out of the three-dimensional graphics and leave them on the white paper on the table? Group cooperative discussion. Guide students to come up with a variety of methods (sketch, painting, printing, etc.). ) and give them praise.
The teacher has prepared the test paper for you. Let's ask you to choose your favorite three-dimensional graphics and write down these planes.
(3) Report and show different methods.
3. Summary
In this way, the plane of an object is represented as a plane figure, which is called a plane figure.
4, everyone is really amazing, and the teacher invited these plain faces to the computer to observe what would happen carefully.
(Courseware demonstration, show the graphic names and write them on the blackboard. )
5. Think about it. What's the difference between three-dimensional graphics and plane graphics? How do you want to remember these four new friends?
6. Look carefully at which two portraits. How to distinguish them? (Courseware demonstration)
Now that we know these numbers, let's put them on a stick and see what numbers you can put. (Hands-on operation and demonstration by students)
Teacher: Is it round? Now can you quickly divide these figures into a point?
8. Intermittent break: Happy clapping songs
In fact, these numbers are everywhere in life. Please find out which objects and faces are the people we know today in the teacher. The teacher also found several figures. What are the patterns on the surface of these traffic signs?
Summary: It is these traffic signs that remind us of traffic safety at all times.
Third, consolidate and deepen, migrate and expand.
1, guess.
2. Complete exercise 1, questions 1 and 2.
3. Enjoy the pictures.
Fourth, the whole class summarizes.
What did you get from this lesson?