Middle school mathematics triangle happy life teaching plan 1 activity goal;
1. Let children perceive the basic characteristics of triangles through reading.
2. Understand the application of triangle in life.
3. Let the children judge the quantity correctly.
4. Improve the ability of logical reasoning and form a good habit of doing things in an orderly way.
Activity preparation:
PPT, some pictures, toothpicks and cotton swabs:
(1) Look at PPT and feel the characteristics of triangle.
1. Look at this picture, children. What kind of graphics are the most? It is the most triangle.
2. Look at the triangle picture.
How do you know he is a triangle? To clarify the concept of a triangle, let's count how many sides and angles it has.
(2) Look at PPT and learn about the Happy Triangle.
There is a triangular child in the picture. His name is Happy. He likes helping others very much.
1. Travel happily One day, I saw the little panda crying on the road. Happy to ask "little panda, why are you crying?" The little panda said, "I build a house, but you see I don't have a roof." At this time, the happy baby had a brainwave and "thought of a good way". What do you think baby triangle did? Oh, the triangle happiness has become the roof.
2. Happy Triangle bid farewell to Baby Panda and continue to travel. At this moment, he saw a little dog worrying by the river. Happy Triangle went over and asked, "What happened to Brother Puppy?" The dog said, "I want to build a bridge to cross the river, but you see, I can't." Happy Triangle had a brainwave and came up with another good idea. The puppy crossed the bridge happily. What good idea did Triangle Happiness come up with?
3. Happy Triangle bid farewell to Little Flower Dog and continue to travel. This time, he came to the seaside. He noticed a little yellow chicken staring blankly at the seaside. Happy Triangle asked, "What happened to Little Yellow Chicken?" Little yellow chicken said, "I'm going sailing, but my raft has no sails." What if I can't get out of the sea? " At this time, Triangle had a brainwave and thought of a good idea. Little yellow dog went sailing happily. What did Triangle Happiness do?
4. Happy Triangle. He said goodbye to the little yellow chicken and continued his journey. This time he ran into a child. Where do you think he went to find the child?
To sum up, Baby Triangle is really a helpful baby and has helped so many good friends. We should also be a helpful boy like him.
(3) According to the experience in life, talk about where there is a triangle.
Triangle is really capable. Where else will we see baby triangle in our life?
(Clothes hangers, bicycles, mushrooms, pyramids) (4) Make a triangle 1. I have toothpicks and cotton swabs for you. Please spell a triangle with three cotton swabs or toothpicks. After you spell it, please take a cotton swab and see how to spell more triangles. Child operations.
Please also try to build a triangle with toothpicks and cotton swabs. This thing must have a triangle. Let's see who makes the most things. You have five minutes.
3. Group observation. You made a lot of triangular things, which is really not simple. Let's go home and play together and show mom and dad what we can do!
Activity reflection
I can combine the age characteristics of the children in the middle class to determine the goal and form of the activity. Because of the age characteristics of children's intuitive action thinking and image thinking, I adopted the way of operation and game in the whole mathematics activity, so that children can feel, explore and summarize themselves in the process of doing it.
Middle school children's cognition is limited to simple graphic segmentation and assembly, so on the basis of children's experience of triangle division, we design square division and assembly activities to further understand the division and assembly of each graphic. In the activity, the game scenario method was used to introduce the content of mathematics activities, and pleasant goat was used to celebrate the birthday, which combined the children's interests and experiences and mobilized their enthusiasm for participating in the activities. Seeing pictures like Pleasant Goat, the children's mood is very high. For the children in the middle class, I designed a question situation, "How to divide Pleasant Goat's birthday cake?" I asked the children to brainstorm and help Pleasant Goat find a way, and the children's enthusiasm for operation was suddenly mobilized.
Through two exploratory operations, children can fully perceive the bisection and quartering of square figures, and perceive and understand the relationship between figures and the relationship between the whole and the parts. The two operations were from easy to difficult, step by step. The teacher summarized the children's operations and helped them sort out their experiences. Has the child mastered the understanding of bisection, quartering and splicing of square figures? I also guide children to use what they have learned flexibly through a link of "playing games with graphic dolls". In the design of the game, I consciously create some small difficulties and guide the children to solve these difficulties with the knowledge and experience they have learned.
In the end, children apply the knowledge from life to life, and the design of activities is relatively complete. In order to highlight the activities of cultivating children's creativity, I have focused on the following aspects.
First, the design of problems in activities. In this math activity, the questions I designed are very enlightening, which can not only guide children to think according to certain goals, but also stimulate each child's thinking mode of seeking differences, expand children's thinking space and encourage children to think differently, such as dividing a square into two (four) blocks with the same size. Is there any other way?
Second, encourage children to communicate after operating activities. It's time for children to show their differences in thinking in operation. As observers and instructors, teachers must understand the characteristics of children's operation and thinking, and guide children to exchange methods and experiences purposefully after the operation activities. In the process of mutual communication, children can learn from other people's experiences, which is very valuable for every child. Moreover, teachers' behavior will affect children's thinking, and they will try their best to show their ideas and share them with others.
Third, apply what you have learned. Under the guidance of teachers, children can learn some knowledge in an educational activity, and the role of knowledge is to "apply what they have learned", so it is very important for children to apply what they have learned.
Therefore, I designed a game session using knowledge in the activity to encourage children to solve problems creatively. This math education activity is just a prelude to the division and assembly of graphics. We will continue to split and assemble circular and semi-circular graphics, lead children to explore in the field of graphics learning, provide opportunities for children to operate, explore and innovate, and promote the development of children's hands-on, language and thinking.
The design background of happy life teaching plan class two activities in middle school mathematics triangle
Observation and comparison are the process of children's exploration. It is hoped that through various forms of games, children will be guided to further master and summarize the basic characteristics of triangles, and children will be organized to further discover objects similar to triangles from their living environment as an extension of activities.
moving target
1, cultivate children's interest in graphics and math activities.
2. The initial development of children's ability to observe, analyze and summarize.
3. By perceiving and saying the basic features of a triangle, you can find a triangle-like object.
4. Cultivate children's comparative judgment ability.
5. Stimulate children's interest in learning and experience the happiness of mathematics activities.
Teaching emphases and difficulties
It is the focus and difficulty of this activity to guide children to perceive the basic characteristics of triangles through graphic comparison.
Activities to be prepared
Pictures and graphics of various triangles.
Activity process
First, import.
Draw a triangle by observing the tone of the graphic baby in the courseware.
Second, expand.
1, use games to guide children to find triangles in many graphics.
2. Guide children to observe the * * * characteristics of three triangles and find that the triangle has three sides and three angles.
3. Hands-on operation.
A. Children find triangles from the drawing basket, and count the number of sides and angles respectively to further master the characteristics of triangles.
B. observe and say what the triangle looks like.
4. The game "Guess who I am".
5, the game "hide and seek"
Children find triangles from simple pictures.
6. Guide children to observe and find out which items in the activity room are like triangles.
Third, extension.
Let children look for traces of triangles in their living environment.
Teaching reflection
The teaching goal of my math activity this time is to let children perceive the basic characteristics of triangles through comparison. Before the activity, we discussed the content of the activity. When determining this content, teachers think it is very simple. However, through the analysis of the cognitive characteristics of middle school children, it is found that the geometric concept of middle school children is relatively shallow. Although children at this stage can correctly understand triangles, they do not recognize them from the characteristics of these shapes, but compare them with familiar objects in daily life. Therefore, we finally decided on the activity of "Understanding Triangle", so that children can be interested in graphics in game exploration and perceive the characteristics of triangles through observation, comparison, imagination and hands-on.
In this activity, in addition to letting children perceive the graphic features, we also adopted the introduction method: one is to directly introduce the physical object, and the teacher will show the magic bag to arouse children's interest, and then let the children touch it, and initially perceive the basic features of the triangle through the different shapes of the physical objects touched. This can arouse children's interest in activities, but the game method is mysterious and has a good connection with the following links, so it can mobilize children's emotions faster and stimulate children's interest in learning.
In this activity, children's participation is relatively high, but at the same time, there are many problems in the course of the activity. Although I carefully considered the goal orientation of this content before the activity, after the activity, I found that the other links we set were too simple and did not really achieve the goal of the activity. In the last link, when children are looking for triangles around them, their cognition of squares is biased. In view of this problem, I reflected on my own activities.
According to the goal of the activity, teachers should not only let children perceive the graphic features with games, but also let them describe the graphic features with language when they know, so as to consolidate children's understanding of the basic graphic features through repeated descriptions. For example, a triangle has three angles and three sides. When the teacher correctly describes the graphic characteristics to the children, let the children also describe them, and know the graphic characteristics by looking for and describing the graphics many times. In this way, in the last link, there may be no deviation if the graphics are different, and the activity goal will be better achieved.