Knowledge and skills:
Know common geometric figures and describe their characteristics in your own language.
Process and method:
1. Through the process of abstracting geometric figures from the real world, the objects of geometric research are summarized by comparison.
2. Establish the correspondence between physical objects and geometric figures, establish the concept of geometric figures and develop the concept of space on the basis of reviewing the plane figures learned in primary schools.
Emotions, attitudes and values:
Experience the fun of mathematics learning and improve the consciousness of mathematics application.
Teaching focus:
Students can recognize geometry through observation, discussion, thinking and practice.
Teaching difficulties:
Abstract the concept of geometry from concrete objects
Teaching methods:
Query type
Teaching tools:
Geometric model, physical object, multimedia
Teaching process design:
I. Observing and thinking
Teacher: 1. Show some things in life: cups, books, pencils, pen containers, table tennis, apples, checkers and ice cream cones. 2. The teacher prepares some pictures before class or demonstrates them in class.
Question: Which of these objects are similar in shape but different in size?
Students think positively and speak enthusiastically.
Guide the students to briefly explain the reasons in their own language and describe the characteristics of these geometric figures.
Teacher: Have you considered their color, material and quality when classifying them?
Health: No.
Teacher: There are many objects with similar shapes in our life. If we only pay attention to their shapes, sizes and positions without considering their colors, materials and quality, we will get the geometric figures we will learn in the future.
Find out what geometry you know.
Health: conical, cylindrical and spherical
Teacher: Let's get to know them together. (The computer displays the geometric figures abstracted from the above objects) Write down the names of each geometric figure (in Chinese and English). Please observe, what geometry does the object just look like on the screen?
Cylindrical, conical, square, cuboid, prismatic, spherical
Circle, cylinder, circle, cone, cube, cuboid, prism, sphere.
Health: Think and answer.
Teacher: Let's recall what objects we have seen in our daily life are similar in shape to the above geometry (establish the corresponding relationship between objects and geometric models).
Second, do it.
Teacher: Print P3 pictures in the book on the screen, and let the students do it together to consolidate the concept.
Third, explore together.
1. The computer demonstrates seven kinds of geometry, and the students name them.
2. Think about it, which geometric figures are the plane figures we have learned?
After a period of thinking, students communicate at the same table and split some geometric figures to let students know the difference between geometric figures and plane figures.
Further make students think:
(1) What's the difference between three-dimensional graphics and plane graphics?
(2) How many parts are there in the geometry?
Four. abstract
Students, what is the harvest of this class?
Harvest: (1) got a preliminary understanding of geometric figures, including three-dimensional figures and plane figures.
(2) Classification of 3D graphics
Verb (abbreviation for verb) assigns homework.
Instructional design concept
This section is mainly to teach a preliminary understanding of graphics, and the content is relatively simple.
First, present some objects in life, and ask students to find familiar geometric figures from them. Teachers can choose other objects to teach according to local conditions. Further master the basic three-dimensional graphics through projection display. Encourage students to describe relevant features in their own language, without strict mathematical expression. If time permits, students can touch a geometric figure from a pile of three-dimensional models and describe it in their own language at the same time, enriching their activity experience.
Abstract of intransitive verbs
What do the students talk about today's harvest?
Three elements of geometry: point, line and surface.
The main teaching purpose of this section is to make students understand the basic elements that constitute geometric figures, and to make students realize that points move into lines, lines move into planes, and planes move into bodies. Because geometry is abstract, students should observe the formation of cuboid and cone animation, and let them master knowledge by setting several questions. Let students give more examples and think positively, which can not only improve their interest in learning, but also connect knowledge with life and understand points, lines and surfaces.