Eleventh, say teaching material analysis.

This lesson is based on the understanding of students' object-oriented statistical charts, which is a further expansion of statistical knowledge and the basis for students to learn statistics in the future. "Organizing competition" is a process in which students collect, sort out, describe and analyze data according to the scenes in their lives. Further understand the significance and function of statistics.

Second, talk about student analysis.

The students in my class have a preliminary understanding of statistical knowledge. They are curious, active, eager for knowledge and have a certain sense of competition, but their attention can't last long. Therefore, I designed a variety of activities in the teaching process, so that students can actively participate in learning with strong interest from beginning to end.

Teaching objectives:

1, through the process of collecting and sorting out data, you can understand the simple bar chart and ask some simple questions and answers according to the data in the chart. Feel the necessity of statistics.

2. Initially cultivate students' habit of orderly observation and thinking, and experience the happiness of cooperation with peers.

Teaching focus:

A preliminary understanding of the data processing process will show the statistical results on the grid diagram.

Teaching difficulties:

Ask and answer some simple questions according to the statistical chart.

Third, talk about teaching preparation.

Courseware, statistical table, bar graph, watercolor pen.

Fourth, talk about the teaching process

According to the above analysis, I divide the teaching process of this class into four links.

The first link: create a situation to stimulate interest.

In this class, I started with students' extracurricular activities and created the situation of organizing competitions. At the beginning of the new class, I showed a video to my classmates. They were doing four activities on the playground: patting the ball, kicking shuttlecock, skipping rope and throwing sandbags. Teacher's suggestion: Our class wants to choose one of these four activities to organize a competition. Which do you think is better? At this time, students will express their opinions and have their own ideas. The teacher asked questions in time: everyone has different opinions. What did you say?/Sorry? Use this question to stimulate students' interest in learning. Let the students know which competition needs the most students in this case, and then make a decision.

[Design Intention: Statistics is widely used in life, and there are many materials that can be counted. The materials provided in the textbook are close to students' lives, but students will be more interested if they choose what they like. Therefore, I choose "what competition to organize" as the statistical material, which not only stimulates students' interest in learning, but also subtly permeates patriotic thoughts and makes students feel that mathematics is around us. ]

The second link: independent exploration and cooperative experience.

In this link, I guide students to build their own knowledge formation system on the basis of hands-on operation and cooperation and exchange. I divide this link into three steps.

The first step: independent exploration and cooperative experience

When the students suggested that if you want to know which game to organize, you must count your opinions, then what method do you want to use for statistics? At this time, students will exchange their own investigation methods, and may think of various methods, such as raising their hands and asking questions, standing and walking. As long as the method is reasonable, teachers should fully affirm it and let students realize the diversification of problem-solving strategies. Then, the teacher encourages students to make statistics in an orderly way in the group according to their favorite methods, and fill in the survey results and show them in the group. At this time, students should feel and experience themselves through mutual communication, so that students can realize what problems should be paid attention to in statistics.

Step 2: Organize the data and draw a statistical chart.

First, the group report makes students realize that the statistical chart can show the survey results more clearly, and at the same time pave the way for the transition from pictographic statistical chart to bar statistical chart. The teacher showed a statistical chart and pointed out that today, we should draw a statistical chart in a new way-coloring. How do you think we should color it? Students already have the basis of drawing pictograms, and will soon come up with a drawing method in which a grid represents a person, and then the teacher will guide students to paint their favorite colors on their statistical charts and make them into bar-shaped statistical charts. Show the class and carry out mutual evaluation.

Step 3: Draw a statistical chart of the whole class and solve the problem.

On the basis of the investigation and statistics of each group, teachers and students work together to complete the statistical chart of the whole class. After observing the statistical chart, I guide students to think from two aspects: 1. What mathematical information did you find in the statistical chart? What math questions will you ask? According to the picture, which game do you think our class should organize? So as to cultivate students' problem consciousness and the ability to make decisions and forecasts according to information.

[Design Intention: In this link, I provide students with opportunities to engage in mathematical practice activities. Students have experienced the process of data collection, collation and description. Through counting, drawing and filling, all students participate in the process of knowledge formation, which is also the most important link in this class. What is more important, such as how to teach students? So I let students experience the whole process of statistics and let them realize the role and significance of statistics. ]

The third link: apply practice to raise awareness.

Grasping the psychology that students like to eat snacks, I chose biscuits, potato chips, chocolate and lollipops as prizes in the competition, and launched the activity of "Counting favorite foods", which integrated mathematics with children's lives and provided students with opportunities for practice and application, allowing them to further experience the statistical process and strengthen statistical thinking.

[Design Intention: In this process, I asked students to count the favorite foods of the whole class, created an open learning space, provided a platform for students to explore, and students realized the diversity of ways and methods to collect data. Students choose their own recording methods for statistics, and go through the process of preliminary data collection and arrangement. In the process of analyzing statistical data, students have accumulated experience in statistical activities, developed statistical concepts and truly realized the necessity of statistics. ]

The fourth link: contact life and expand.

In this section, I first let the students enjoy several common statistical charts, and then extend the statistical knowledge to our lives, so that the students know that there are statistics everywhere in our lives, and our lives are inseparable from statistics. Please find out the application of statistical knowledge in our life.

[Design Intention: The purpose of this link is to encourage students to find statistical problems from their own study and life, and expand them from in-class to in-class practice, thus stimulating students' interest in learning and using mathematics. ]

Effect prediction

This lesson focuses on students' participation in statistical activities, and students explore statistical methods in the process of "counting, drawing, filling and speaking". In practice and exploration, the learning ability has been improved.

Chapter 21 Teaching Content: Unit 8 Statistics, Volume 2, Grade One, Beijing Normal University Edition.

Second, the teaching objectives:

Knowledge and skills: 1. Let students go through the process of asking questions, collecting data and making decisions.

2. Learn to use appropriate methods to collect data and present data in different forms.

3. Be able to put forward and solve some simple problems according to the data in statistical charts.

4. Stimulate students' interest in participating in statistical activities, feel the necessity of statistics and develop statistical concepts.

Process and method: Students can experience the process of data collection, collation and description, and will use simple methods to collect and collate data.

Emotion, attitude and values: learn to cooperate with others, accumulate experience in solving problems with peers, cultivate awareness of cooperation and exchange, and appreciate the close relationship between mathematics and life.

Strategies and methods: autonomous learning and cooperative exploration.

Teaching emphasis: let students go through the process of collecting and sorting out data and know simple bar charts.

Teaching difficulties: being able to ask and solve problems according to the data in the statistical chart, and making judgments and decisions according to the information.

Teaching aid preparation: multi-coal courseware, statistical chart.

Prepare learning tools: colored pens.

San teaching material analysis

The first-year students' statistical knowledge is mainly to let them feel the importance of statistics, initially cultivate the concept of statistics, understand statistical charts on the basis of collecting, sorting and analyzing data, and fully feel the close relationship between mathematics and life.

Through the real situation of "favorite fruit", the first volume of senior one stimulates students' interest in participating in statistical activities, knows pictographic statistical charts and simple statistical tables, and asks and answers simple questions according to the data in the charts.

The second textbook of Senior One arranges three activities that students are familiar with, namely, organizing competitions, buying balloons and investigating your group's favorite TV programs, so as to make students realize the necessity of statistics, encourage students to experience the whole process of statistical activities and increase their experience in statistical activities. "Organizing Competition" is the first lesson of this unit, which is to let students collect and sort out data by using the methods they have learned, and present the data in the form of bar charts (1 representative 1 unit). On this basis, students learn to draw bar graphs, which are more abstract than pictograms drawn in the first semester of senior one. In addition, in the analysis of statistical charts, students can make reasonable judgments by reading bar-shaped statistical charts, provide basis for decision-making and further understand the necessity of statistics.

Fourth, the teaching process

Scenario creation

Teacher talk: children, the small animals in the big forest are going to hold a shooting competition today. Do you want to see it? (Student: I think) It depends on watching carefully and counting carefully to see who scores the most goals. (Courseware plays the competition process)

Students appreciate animation.

Teacher: The game is over. Who scored the most goals?

Students speak according to their own memories. (I can't remember clearly)

Second, exploration and experience.

Teacher 1: What everyone said is different. It seems that counting alone is not enough. You need to take notes. You must first come up with a simple and easy-to-remember method to record the number of shots of each small animal, okay? Let's discuss it in groups first and see which group has come up with a solution.

Students discuss the recording method in groups.

Teacher 2: Who can tell me what good method you have thought of?

Methods for students to report and record data:

Health: Bunny Bunny got an injection, and I hit "√" below; The little monkey throws it, and I draw "□" below; Bear throws, I draw "△" below.

Student: The rabbit made a move, and I hit "0" below.

Health: Little monkey made it. I wrote "1" below. ......

Teacher 3: Good student! I came up with symbols like "√" × "○" △ "to record the number of shots of each small animal. Do you know that?/You know what? These methods of recording with various symbols are the "statistics" in mathematics (blackboard writing).

Teacher 4: I'll show you again, and record the number of shots of each small animal in your favorite way! Please ask the team leader to send the record card to your team members quickly. Are you ready? (Play the courseware again)

Students record data in their favorite way while watching.

Teacher 5: Who will tell me how you recorded it and tell the students loudly the results of your recording?

Students show their recording methods and tell their findings.

Health 1: rabbit throws 4, monkey throws 5, bear throws 3, rabbit throws, and I tick "√" below; The little monkey throws it, and I draw "□" below; Bear throws, I draw "△" below.

Teacher 6: Is there any result in different ways?

Health 2: I use √.

S3: I use "○".

Health 4: I write "positive".

Division 7: Is there any difference in data?

Health 5: The rabbit throws 5, the monkey throws 5 and the bear throws 4 (teacher's instruction: record carefully and ask the students to repeat the correct answers).

Practice and application

1 Division: The shooting competition held by small animals is really lively! Do the children want to have such a competition? (Student: I think) What kind of competition do you suggest?

Students say their favorite project. (Skipping rope, patting the ball, kicking the ball ...)

Teacher 2: The students talked about so many games. What kind of competition will be held? Is there any way to help the teacher decide?

Students can speak freely. (Count which game you like) or students speak freely, indicating that they want to ask students which game they like best and record it.

Teacher 3: I'll give you a small gift to help the children with their investigation. Look: What is this? (Courseware shows statistics) Now it wants to say a few whispers to you: (Courseware shows whispers)

Courseware: Hello, I am your old friend-Statistics. I'm going to help you investigate your favorite sports competition today. First of all, please name your favorite sports games in turn under the leadership of the team leader; Second, everyone can only say one thing; Third, a classmate speaks, others should listen carefully, and the team leader will record it in my second row in your favorite way; Fourth, write down the total number of people in each competition in the third line "()". Did you hear me clearly?

Teacher 4: Next, let's finish the statistical task in groups and see which group is faster and more accurate. Please take out the statistics and start the investigation!

Under the leadership of the group leader, students cooperate in groups to complete statistical tasks.

Teacher 5: Which group of children are willing to report your findings?

Students show the statistical results of each group: there are 6 students in our group, and they are recorded by "*". There are 3 people who like skipping rope best, and 2 people who like bouncing ball best. . . . . .

Teacher 6: You speak very well. We can show the number of people in each game in the form of statistics, and we can also show more clearly how many people like each game in another way. This is a statistical chart. (Teacher shows pictures)

Teacher 9: Today, we will use a new coloring method to make statistical charts. Attention should be paid when coloring: one grid in the statistical diagram represents one person (for example, two people like volleyball, just count two grids from bottom to top in the racket column and color them with diagonal lines or all colors), (teacher demonstrates), now please complete the statistical diagram on page 85 of this book by coloring according to the statistical diagram on the blackboard, and try to answer the math questions next to it. Please open the book on page 85 and see who paints the most beautifully!

10 Division: Tell me what you know from your statistical chart. what do you think?

As can be seen from the statistical chart, among the students surveyed, who likes () best and who likes () least. Our group organized a () competition?

Teacher: Students, statistics are often used in our lives. Please make a small statistic after class and investigate the TV programs that students like to watch best.