Model essay on the teaching plan of "understanding graphics" in mathematics for the first grade of primary school
Teaching content: Example 1 on page 2 of the textbook. Teaching objectives:
1, through learning activities, students can intuitively understand plane figures such as cuboid, cube, parallelogram, triangle and circle, and can correctly identify and distinguish these figures.
2. Through activities such as spelling, swinging, drawing, folding and searching, let students intuitively perceive the characteristics of plane graphics and the close relationship between plane graphics and daily life.
3. In the process of observation, comparison and drawing, let students realize the difference between three-dimensional graphics and plane graphics. Enrich students' intuitive experience and develop the concept of space.
4. In the process of learning through personal experience, cultivate students' preliminary observation ability, hands-on operation ability and language expression ability, and realize that mathematics is everywhere in life, and that mathematics knowledge comes from life and serves life, thus stimulating students' interest in actively participating in exploring new knowledge.
Teaching emphasis: can intuitively understand rectangular, square, parallelogram, triangle, circle and other plane graphics.
Teaching difficulties: guide students to "unfold" from three-dimensional graphics and understand plane graphics with the help of "unfolded" surfaces.
Teaching preparation: multimedia courseware, three-dimensional graphic objects and plane graphic cards.
Teaching process:
First, review old knowledge and introduce new lessons:
(1) Introduction: "Today, the teacher invited some old friends to everyone. Who are they? Please look! " (Courseware shows cuboid, cube, cylinder and triangular prism)
(2) Hands-on feeling: Let students touch one side of the object and tell their feelings. (The teacher summarizes the characteristics of students' answers: smooth)
Design intention: This link is introduced from old knowledge, so as to stimulate students to actively participate in the exploratory learning process and further improve their enthusiasm, initiative and interest in learning mathematics.
Second, hands-on operation, understand the plane graphics
(A) began to expand the plane graphics
1. How can I get the "faces" of these three-dimensional graphics on paper?
2. Students work in groups, and draw, draw, print and unfold various plane graphics with objects of different shapes on the notebook. These groups exchange their own painting processes and methods.
3. Point out the topic: Understanding plane graphics.
(B) know the rectangle
1. Project the rectangular object drawn by the students and say: What shape did you get this figure from?
2. Let the students look, touch and say on the cuboid.
Who can give such a character a name? Blackboard: rectangular.
(3) Understanding squares and circles
(1) The teacher shows the squares and circles drawn by the students. Q: What kind of objects are these characters drawn with? Can you still find such figures on the surfaces of these objects? What's the name of a graph like this? (Write on the corresponding figure on the blackboard: square, circle)
(2) On the basis of a preliminary understanding of new knowledge, talk about the squares and circles I have seen in my life.
Design intention: Through observation, drawing and other operation activities, we can intuitively understand rectangle, square and circle, and perceive the difference between plane graphics and three-dimensional graphics; Know the names of these plane figures and recognize them.
(D) Know the triangle
(1) Can you fold a square or rectangular piece of paper into the same two parts? How many folding methods are there? Who wants to tell us how they are folded? Use the booth to show the students' folding methods.
(2) Can you cut along the crease and divide it? Students operate, classify, observe, communicate and give feedback in groups. Then use the multimedia booth to selectively show the results of students' grades.
(3) Q: Have any new figures been found in the above two sets of figures? (blackboard writing: triangle)
(4) What triangular objects have students seen in their life?
Design intention: Fold, cut and divide rectangular or square paper by hands-on operation, intuitively understand the process of triangle, personally experience the formation and development of knowledge, and cultivate students' hands-on operation ability and cooperative learning consciousness.
(5) Understanding parallelogram
1. What kind of figures can be made with these two identical triangles? How many kinds of figures can you spell?
2. Teamwork and hands-on operation, and display new graphics on the multimedia booth.
3. Guide the students to observe the parallelogram, point to the parallelogram and ask: What is the name of this figure?
4. Summary: A figure like this is called a parallelogram, and the blackboard is a parallelogram.
5. Show a rectangular model to demonstrate the process of becoming a parallelogram.
6. Have you ever seen a parallelogram in your life? The courseware shows the parallelogram in life.
Design intention: Let students intuitively understand parallelogram through learning activities such as spelling, speaking and speaking, and then return knowledge to real life by looking for it, so that students can experience the close connection between mathematical knowledge and real life.
(6) Classification:
1. Courseware presents multiple plane graphics. Let the students talk about what each figure is. And classified according to the diagram.
2. Tell me: How do you remember what each figure looks like?
Design intention: Through sorting out and talking, let students further perceive the characteristics of the plane graphics they have learned.
Third, consolidate the application
(1) Say, which aspects of the objects around you are the graphics you have learned?
(2) Courseware shows traffic signs. What are the shapes of these traffic signs?
(3) Classroom exercise cards
1. What is the surface of the following objects? Please contact me.
2. Which figure on the right can be printed directly by the object on the left? Please circle it.
3. Count.
4. Colors ○ Red, △ green, □ blue and blue in the picture below.
Design intention: Through practice, students can deepen their understanding of various graphics, develop the concept of space, stimulate their interest in learning, and cultivate their aesthetic ability and innovative consciousness in mathematical activities such as observation, operation, drawing, classification and number graphics.
Fourth, show the students' exercises.
Verb (abbreviation of verb) course summary
(1) What did you gain from this class?
Model essay on the teaching plan of "understanding graphics" in the first grade of mathematics in the second primary school
Teaching objective: 1. Know rectangle, square, triangle and circle in operation activities, and experience the "body on the surface".
2. Experience the ubiquitous rectangles, squares, triangles and circles in life.
3. Cultivate the concept of space and hands-on ability.
Teaching focus
Understand graphics in operational activities and experience "face to body".
Develop students' spatial concept and cultivate innovative consciousness.
Teaching difficulties
Understand the graphics and experience the "physical face"
Teaching preparation
Courseware, small round seal, triangular prism, cylinder, cube, cuboid model
teaching process
First, review the introduction with practice.
1, students, we have learned "cuboid, cube, cylinder, sphere". Who can find out what objects are cuboids, cubes, cylinders and spheres in our classroom?
2. Take out your favorite objects from the desktop and talk about their shapes.
How do you feel when you touch the object in your hand? Exchange ideas with classmates.
4. Guide the students to say that one side or several sides of some objects are flat and reveal the topic.
Second, hands-on operation, understanding graphics.
1, know the rectangle.
Answer: Ask the students to find the faces of the rectangle (students can touch, draw and print), know the rectangle and show the figures. (Computer display: Take out the rectangle in the cuboid. )
B: The rest of the students are also looking for rectangular faces in their hands, having a look and touching them.
2. Can you find other graphics from other objects? Students look for it independently, in groups and with teachers.
3. Report communication and know squares, triangles and circles. (Computer demonstration)
Please observe carefully. What's the difference between the figure we know today and the object we used to know?
5. "Print" graphics from objects in your own way.
Third, connect with reality and experience the connection between mathematics and life.
1, show the traffic sign map in the textbook for students to identify and infiltrate traffic safety education.
2. Where have you seen these flat figures in your life? Please tell each other in the same group.
Fourth, exploration and practice.
1, the naughty boy and his classmates also know these graphics. This is a beautiful picture made by the naughty boy with the graphics he knows today. (Computer demonstration) Can you find these figures you learned today from this beautiful picture?
2. Ask the students to work together in groups and spell out their favorite beautiful pictures with the graphics given to you by the teacher, trying to be different from naughty ones.
Fifth, in-class summary and after-class extension.
1, please close your eyes and think about the graphics you know today in your mind.
Model essay on the teaching plan of "understanding graphics" in mathematics in the third grade of primary school
1. teaching material analysis: The content of this lesson is based on students' ability to recognize three-dimensional graphics and their initial perception of their characteristics. Example 1 Students make full use of the relationship between three-dimensional graphics and plane graphics to draw rectangles, squares, circles, triangles, etc. With the help of cuboid, cube, cylinder, triangular prism and other three-dimensional graphics, the understanding of plane graphics is introduced, which not only permeates the relationship between plane graphics and three-dimensional graphics, but also urges students to actively use old knowledge to explore new knowledge. Next, let the students classify different plane graphics, abstract general graphics and introduce their names. Square tables and round tables draw different sizes and the same shape; In rectangular, parallelogram and triangular tables, the drawings are of different sizes and shapes, but they are all of the same kind, which provides rich representation support for students. The teaching focus of this lesson is to let students intuitively understand rectangles, squares, parallelograms, triangles and circles; The difficulty in teaching is to abstract plane graphics from the surface of three-dimensional graphics and experience the difference between face and body.
Second, the analysis of learning situation:
Because the graphics in life exist in three-dimensional form, it is difficult for students to find a part of objects similar to plane graphics in real life, so it is more difficult for students to learn plane graphics than three-dimensional graphics. In the teaching of this class, various operation activities are carefully designed to provide students with sufficient hands-on operation opportunities, so that students can master knowledge and accumulate basic experience in graphic understanding.
Third, the teaching objectives:
1, through observation, operation and other learning activities, let students intuitively understand rectangular, square, parallelogram, triangle, circle and other plane graphics, correctly identify and distinguish these graphics, and realize that they are in the body.
2. Form a sense of space and innovation in the process of hands-on operation.
3. Through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life, which stimulates students' interest in mathematics learning.
Fourth, the teaching process:
(A) songs into the new curriculum
Teacher: The children learned a text called Little Painter in the Snow. Today, the teacher brought this song to everyone. Let's listen and have a look!
Play the video "Little Painter in Snow"
Teacher: The footprints of small animals are particularly beautiful! Stereotypes also want to leave their footprints. Will the children help them?
(B) operating experience, exploring new knowledge
1, operation
The courseware shows the tool basket: the teacher brought some three-dimensional graphics, as well as scissors, inkpad, watercolor pen, plasticine and other tools. Is there any good way to help your favorite three-dimensional graphics leave footprints? Think before you try!
Students work in groups.
Ask the students to go on stage and show how they got this footprint.
Student Reports and Demos:
(1) Put one side of the three-dimensional figure on the inkpad and press it, then print its footprints on the white paper.
(2) Press this plane of the three-dimensional figure on white paper, and then draw a circle around it with a colored pen to draw its footprints.
(3) Press the plasticine into a thin sheet, then press this surface of the three-dimensional figure on it, and tear off the redundant part of the edge to make the footprint of this three-dimensional figure.
Blackboard writing: three-dimensional graphics. These footprints, like those left just now, are all planes on three-dimensional graphics, and they are all called plane graphics.
Step 2 classify
The teacher showed some collected plane figures and asked the students to classify them according to their shapes.
Students operate and communicate in groups.
Ask the students to come to the stage and classify these figures.
Teacher: They divide plane figures into five categories. We let the plane graphics with the same shape live in the same room.
(Circle a similar figure with a fixed circle)
3. Understand graphics
Game: the heart is connected. Let a child come forward and point out his favorite figure. Other children talk about what these figures look like. Let the teacher guess who has a problem with the teacher.
Name the students and refer to the pictures. Other students describe it. The teacher guessed the number.
This figure is rectangular, with four corners, four sides, two long sides and two short sides.
Blackboard writing: rectangle
(2) The figure has no corners, it looks round, and it has no straight edges.
Write on the blackboard: circle
This figure is square. It has four sides and four corners.
Blackboard: square
This figure has three corners and three sides.
Blackboard writing: triangle
⑤ This figure also has four corners and four sides. It is similar to a rectangle, with two long sides and two short sides. It has two hypotenuses.
Blackboard writing: parallelogram
Expose the topic, write on the blackboard: understand the figure (2) Open the book and read the example 1.
(c) Practical application, expansion and extension
1, tell me which objects around you are the plane figures we learned today.
Students report and talk about the plane figures they see in their lives.
Thanks for the courseware.
2. Count.
How many plane figures are there in this painting? Please take out your homework paper and count it.
Student charts and reports.
3. Which object can be used to draw the picture below?
4. game: guess.
1 guess the square
The teacher drew a corner of a plane figure from the schoolbag and asked the students to guess what it was. The teacher draws half a plane figure, so let the students continue to guess.
② Guess the parallelogram
The teacher drew a corner of a plane figure from the schoolbag and asked the students to guess what it was.
The teacher draws three corners of the plane figure and asks the students to guess.
(4) Summary
Today, I know so many plane figures, including rectangles and squares, squares, circles, triangles with three angles and three sides, and parallelograms with two hypotenuses. Children must remember them and become good friends with them!