First, teaching material analysis:

The area of rectangle is the teaching content of the third lesson of experimental mathematics in six volumes of nine-year compulsory education. This lesson is based on students' preliminary understanding of area and area unit. This textbook is based on students' understanding of rectangles. Through students' practical operation, the relationship between area calculation and the length and width of rectangle is preliminarily obtained, and then it is extended to the method that length x width = area can be used to calculate the area of any rectangle. According to the requirements of the syllabus and teaching materials, it is determined that the teaching focus of this course is the calculation method of rectangular area. The difficulty in teaching is the derivation and induction of the formula for calculating the rectangular area. The success of this class is directly related to the teaching of the square area behind, and even to the teaching of the plane graphic area in the whole primary school stage. Such as parallelogram, triangle, trapezoid, circular area, etc. These calculation methods of plane graphic area are all derived on the basis of calculating rectangular area. So this lesson is the focus of primary school graphics knowledge.

The teaching objectives of this lesson are:

1, through practical operation, make students understand the relationship between the calculation method of rectangular area and the length and width of rectangle, and deepen their understanding and mastery of this method.

2. Let the students calculate the area of the rectangle by using the deduction conclusion.

3. Through the teaching of this course, cultivate students' ability to operate, summarize, generalize and solve practical problems.

4. Cultivate students' cooperative learning spirit and practical ability.

Second, teaching methods and learning methods:

The thinking form of junior three students is in the transition stage from image thinking to general thinking.

Therefore, intuitive teaching AIDS, learning tools and operation methods should be used as much as possible in the teaching of this course to provide students with rich perceptual materials and mobilize students' various senses (hands, eyes and brain) to participate in the formation of knowledge. The choice of teaching methods is mainly based on discovery, supplemented by operation and demonstration.

Teaching AIDS and learning tools: multimedia courseware, ruler, a small square with a side length of 1 cm, and several or two rectangular pieces of paper.

In terms of learning methods, it can be summarized as follows:

1, create problem situations, stimulate students' curiosity and thirst for knowledge, and make students eager to learn.

2. Create operating scenarios to stimulate students' enthusiasm for learning, let students learn to learn, and cultivate students' ability to explore actively in the learning process.

3. Use computer-aided teaching and intuitive teaching to enliven the classroom atmosphere and let students enjoy learning.

Third, the teaching procedure:

(A) create a situation and introduce questions.

We have learned the area and the unit of area a few days ago. Grandpa will test everyone today. Figure 1 Students can quickly say the area representative of a small square with a side length of 1 cm1cm 2 according to their previous knowledge. Figures 2 and 3 are based on figure 1, and a rectangle is outlined with a dotted line. Students have been able to calculate their respective areas by calculating the squares in Figure 2 and Figure 3. However, the rectangle in Figure 4 is not outlined by dotted lines, and how to find its area is the problem we will discuss in this lesson. To introduce the topic.

In this way, create situations, ask questions, and let students have the interest and desire to learn actively, so as to smoothly enter the next step of teaching.

(2) Operating perception and exploring new knowledge.

In order to let students learn new knowledge purposefully and emphatically, according to their age characteristics and knowledge characteristics, let students find their own way to find the area of rectangle A in Figure 4. In the process of students' hands-on operation, there may be many solutions, such as (1) putting out a small square and using grid method to find it; (2) Using graphic comparison method; (3) Length and width measured by calculation. Limited by students' knowledge level, mistakes will inevitably occur in the process of consideration. Teachers should predict in advance, follow the trend and guide students to correct their concepts.

In this process, the students obtained an important discovery that the area of rectangle A is related to its length and width by measuring and swinging, that is, the area of rectangle A is equal to length x width = area.

(C) the conclusion of the application, generalization.

Q: Can all rectangular areas be calculated by multiplying their length by their width? Let's verify it, shall we?

This question aroused the students' strong desire for knowledge, so they showed any rectangle B, which had been shown in the courseware (courseware demonstration) with known conditions. Students are required to operate, discuss and verify by themselves through the existing materials.

I let my classmates do this part by themselves, and let them explore, discover, verify and deduce the calculation method of rectangular area independently. This not only strengthens the teaching of students' basic knowledge, but also cultivates students' innovative thinking ability, which fully embodies students' main role. (Courseware demonstrates the spelling figure of rectangle B)

Through further verification, let students sum up the calculation method of rectangular area, that is, rectangular area = length × width.

In order to let students apply theory to practice and cultivate their ability to solve practical problems in life by using knowledge, I ask students to take the textbook "Experimental Mathematics" as an example, measure the relevant data needed and calculate its written area. Then I teach the calculation method of rectangular area represented by letters.

(4) Transformation application.

In order to further consolidate students' knowledge, let students complete the following exercises:

1, the textbook P 1 10, the topic (1) and the topic (2). Through this basic exercise, students can skillfully use the rectangular area formula to solve general problems.

2. think about this problem. (Courseware presentation)

The following is the floor plan of Zhang Xiaohong's home (unit: meter).

(1) Please calculate the area of his bedroom and living room.

(2) If decorative strips are installed around the top surface of the living room, how many meters of decorative strips are needed?

These exercises are from easy to difficult, focusing on deepening students' consolidation of what they have learned in this lesson, especially considering the second question of the topic, which not only consolidates the calculation method of rectangular area and perimeter, but also profoundly distinguishes the two concepts of rectangular area and perimeter, pays attention to the cultivation of students' practical ability and improves students' ability to apply mathematical knowledge to life.

Finally, the teacher asks questions and the students summarize themselves: What have you learned in this class? What conditions do you need to know to find the rectangular area? How to calculate the rectangular area? Do you have any questions?

This part is supplemented by the teacher on the basis of the students' summary, so that the content of this lesson can form a complete system in the students' brains.

In order to let students learn the knowledge of "rectangular area" well, I try to let students do it themselves and let them explore, discover and summarize. In the process of students' exploration, teachers are only enlighteners and guides, so that students can truly become the leaders of the classroom. In this way, students really learned knowledge.

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