Teaching plan of parallel lines in seventh grade mathematics (1)
First, the teaching objectives
1. Knowledge and skills
(1) Let students further understand the parallel relationship between two straight lines in rich realistic situations and master the relevant symbolic representations;
(2) Let students experience the method of drawing parallel lines with triangles and protractors, and accumulate operation experience;
(3) Explore and understand the related properties of parallel lines in practice;
2. Mathematical thinking
We can observe and imagine the parallel relationship between two straight lines, and obtain the related properties of parallel lines in practice and exploration.
Step 3 solve the problem
Be able to find and put forward problems in observation, imagination, practice and operation, and initially realize the importance of cooperation and communication with others in the process of solving problems.
4. Emotional and attitudinal goals
Recognizing that mathematical knowledge can be obtained through observation, imagination, practice, operation and induction, experiencing mathematical activities is exploratory, which can stimulate students' interest in learning, enhance their confidence in learning and cultivate their ability of continuous learning.
Second, teaching material analysis
"Parallel lines" is the content of the second section of Chapter 5, which is divided into three classes. This class is the first. In this lesson, students can observe the model in which two lines are cut by the third line, imagine that there is intersection in the process of rotation, and then draw concepts and parallel axioms. Then the design intention of the teaching content of this lesson is mainly to let students know more about the two lines on the basis of observing and imagining their parallel relationship. The main idea of this course design is to make students experience the process of practice, analysis and induction through observation, practice and operation, so as to draw relevant conclusions.
Before students observe, practice and operate, teachers should remind students to pay attention to the following points: 1, and pay attention to imagine the position change of wood strips during rotation; 2. There are a lot of parallel lines in real life, which should be regarded as straight lines; 3. Emphasize that tools should be used when drawing parallel lines, not freehand drawing. It is also noted that students should not only draw horizontal or vertical figures, but also draw some variant figures.
Third, the school and student situation analysis
Wanning No.2 Middle School is an ordinary middle school in Wanning City. Most of the students come from rural areas, and the teaching conditions in schools are average. The seventh-grade students in our school didn't pass the selection exam, but just entered the school nearby as required. Therefore, most students have poor foundation and poor study habits. However, under the guidance of the new teaching concept, the traditional modes of imparting knowledge, accepting learning and imitating training have gradually faded in classroom teaching, emphasizing students' interest and attitude in learning, emphasizing students' independent exploration, cooperative communication and innovative consciousness, so that the classroom can truly return to students. In addition, according to the age characteristics of grade seven students, they all have the psychological characteristics of being active, competitive and competitive. Now in the class I teach, students have initially formed a good style of study of hands-on, independent exploration and cooperation, and the atmosphere of interaction between students has gradually formed.
Teaching plan of parallel lines in seventh grade mathematics (2)
Teaching design
(1) Scenario introduction
Demonstrate a model in which two lines are cut by a third line (for example, textbook p 13 Figure 5? 2- 1) Let the students observe whether there is a position where straight lines A and B do not intersect in this process. What is the positional relationship between straight lines A and B at this time? What are the attributes in this position?
Revealing problem (blackboard writing): 5.2. 1 parallel line
(B) to explore "the introduction of problems in the situation."
Activity 1:
Activity content: Let the students take out the prepared model of cutting two straight lines with the third straight line and practice the rotation operation (fixing B and C and rotating A).
Activity mode: each student practices, communicates at the same table, and gives feedback in class.
Ask questions:
(1) turns to a, and the straight line A gradually changes from intersecting with the straight line B on the left side of C to intersecting with the right side of B. Look carefully and imagine, is there a place where A and B don't intersect in this process?
(2) Around life, many lines are parallel. Let's find out which lines are parallel in our classroom. Which lines are parallel in proofreading?
(3) Students have a preliminary understanding of parallel lines and found many parallel lines. What kind of lines are parallel lines?
(4) How many positional relationships do two straight lines have in the same plane?
Activity conclusion:
① In the same plane, two disjoint straight lines are called parallel lines.
② The positional relationship between two straight lines in the same plane: intersection and parallelism.
Note: The teacher tells the students through examples that parallel lines must be in the same plane.
Activity 2:
Activity content: Ask the students to recall the activity 1 or turn the batten A again and observe its change carefully. Show the textbook p 14 Figure 5.2-3 on the blackboard and ask the students to draw parallel lines.
Activity mode: each student practices. Four people at the front and back tables discuss and communicate in groups, and choose a representative to give feedback in class.
Ask questions:
(1) Activity 1: In the process of turning batten A, how many positions make A and B parallel?
(2) Let students draw with tools. In Figure 5.2-3 of p 14, I tried to draw parallel lines of line A from point B. How many can I draw? How many parallel lines can be drawn by drawing a straight line from point C?
Activity conclusion: after a point outside the straight line, there is one and only one straight line parallel to this straight line.
Activity 3:
Activity content: Teachers show their prepared pictures (textbook p 14 Figure 5.2-2) for students to observe, analyze, discuss and communicate.
Activity mode: each student carefully observes and analyzes, discusses and exchanges in groups of four at the front and back tables, and selects a representative for classroom feedback.
Ask questions:
(1) Parallel lines can be seen everywhere in life, and sometimes they can form a beautiful landscape line (the teacher showed the left picture in the textbook p 14, Figure 5.2-2). Which lines are parallel in this picture? What is the positional relationship between them?
(2) There are parallel lines in sports activities (the teacher shows the textbook p 14, figure 5.2-2, right). What is the position relationship of the guardrail rope in the tourist pool in this picture?
(3) What are the properties of parallel lines in the above two examples?
Activity conclusion: If two straight lines are parallel to the third straight line, then the two straight lines are also parallel to each other.
(C) the consolidation and application of knowledge
1, textbook p 19, exercise 5.2, question 7.
2. Multiple choice questions (displayed on the blackboard)
The following statement is incorrect ()
A, passing any point p can be a parallel line of a known straight line.
Two disjoint straight lines on the same plane are parallel lines.
C, a point outside the straight line can only draw a straight line parallel to the known straight line.
D two lines parallel to the same line are parallel.
(4) Summary
What have you gained in the learning activities of this class? (Students summarize themselves)
(1) Summary of knowledge: ① Definition and symbolic representation of parallel lines.
② Two properties of parallel lines.
(2) Summary of learning methods: You can acquire knowledge about parallel lines through observation, imagination, practice and analysis.
(5) Task
Exercise 5.2 in textbook p20 1 1.
Teaching plan of parallel lines in seventh grade mathematics (3)
Teaching reflection
I mainly arranged three activities to finish this lesson. After this class, I feel better about myself, because students are more active in class. Because the seventh-grade students are young and interested in models and pictures, the whole class seriously and actively participates in activities such as observation, imagination, practice, operation, discussion and communication, and most students can draw conclusions during the whole activity. Complete the teaching task in a relaxed and harmonious atmosphere.
Feeling inadequate: First, because the student foundation is not good enough, a small number of students actively participate in activities, but it is difficult to draw conclusions; Second, in the process of practicing painting, the operation is not skilled enough; Thirdly, due to the large class size of the school, it is impossible to give all the group representatives a chance to speak when discussing and expressing their opinions in groups.
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