Teaching material analysis:
Beijing Normal University Edition Nine-year Compulsory Education Curriculum Standard Eighth Grade Experimental Textbook Chapter III Translation and Rotation of Graphics. This lesson is the first lesson in graphic translation. To understand translation, students are required to perceive and understand what translation is like from examples in life. Learning this part is helpful for students to understand the transformation of graphics, know the colorful real world, perceive its function and help students establish the concept of space.
Analysis of learning situation:
Students have some perceptual knowledge of translation phenomena, but they can't really understand the characteristics of translation. Through the teaching of this lesson, students can learn the initial feeling, and can roughly distinguish this translation phenomenon, and simply translate the graphics through operation. It is not difficult for students to understand from life. However, we can't really understand the grid number of graphic movement, and often regard the distance between graphics as the distance of graphic movement.
Teaching objectives:
Knowledge and skills objectives:
1. Understand the translation transformation of graphics through concrete examples and explore its basic properties.
? 2. Be able to make simple plane graphics after translation as needed.
? 3. What needs to be clear is the translation transformation of plane patterns, that is, many plane patterns can be regarded as part of them and translated several times in the up-and-down or left-and-right direction.
Process and method objectives:
Understand the translation transformation of graphics through concrete examples, and let students experience the translation phenomenon of graphics through various rich examples in real life. Through the translation of various graphics, students can experience and feel that the main factors of graphic translation are moving direction, moving distance and finding key points. Explore its basic properties.
Emotional and attitudinal goals:
Understand and appreciate the translation and transformation application of these graphics in real life, realize the close relationship between mathematics and real life, and realize the value of mathematics.
Teaching focus:
Understand the nature of parallel and equal connecting lines of corresponding points of two graphs before and after translation, and the corresponding line segments and corresponding angles are equal respectively.
Teaching difficulties:
Understand the basic connotation of translation
training/teaching aid
Multimedia courseware, triangle, onion college teaching resources.
teaching method
? 1, Situational Teaching Method: 2, Communication and Cooperation Method 3: Independent Inquiry Method
Teaching process:
Problem Scenario-Modeling-Solving-Interpretation and Application
Create a problem scenario
Play the content of this section of the eighth grade edition of Beijing Normal University Edition of Onion College, and explain it while playing.
1. In our daily life, we will see many pictures of objects moving in the same direction, such as birds flying, the national flag rising slowly when the national anthem is played in the Olympic Games, and ninjas moving out in the same game posture in the blink of an eye.
2, picture appreciation
3. Look at the picture and answer the following questions:
(1) What sports do people do on the escalator? What about the moving car?
? (2) Have the shapes and sizes of people on the escalator changed before and after the practice? What about the moving car?
(3) If a person on the escalator moves 80cm forward, in what direction will other parts of the person move? How far has it moved?
? (4) If a window before and after push-pull is marked as quadrilateral ABCD and quadrilateral EFGH respectively, are the shapes and sizes of quadrilateral ABCD and quadrilateral EFGH the same?
Student activities: independent thinking or group communication, combined with existing knowledge, initially let students dig out the mathematical knowledge in practical problems.
The purpose of the design is to stimulate students' desire to learn and explore solutions through interesting translation problems contained in real life, and at the same time let students feel that the translation they want to learn is at their side. Students' thinking leads to the research content of this lesson: the translation of graphics.
Explore new knowledge 1
I. The concept of translation:
Moving a figure in a certain direction within a plane is called translation.
Note: On the plane, the translated figure is identical to the original figure.
Student activities: Through observing, discussing and guessing the pictures, students summarize themselves and send representatives to speak, and teachers give guidance.
Design intention: Let students discover problems, experience the close connection between mathematics and life, and apply their abilities to life.
Exploring new knowledge II
Second, explore the basic nature of translation:
2. Summarize the basic attributes of translation:
After translation, the line segments connected by the corresponding points are parallel and equal, the corresponding line segments are parallel and equal, and the corresponding angles are equal.
Student activities: Explore and discover the basic attributes of translated graphics through communication activities. Students express their opinions and summarize the basic nature of translation.
Design intention: Let students abstract general conclusions from practical problems through activities, and cultivate students' generalization ability.
Example:
3, do:
? As shown in the figure: ABC moves to the position of A'B'C',
? (1) indicates the direction and distance of translation.
(2) Draw the translated triangle.
? 4. think about it:
In the above question, do you have any other ways to draw DEF? Communicate with peers.
Student activities: Students should try their best to complete independently, and teachers should give appropriate guidance. Then let the students sum up the communication and share the results.
Design intention: to cultivate students' ability to apply knowledge, to understand that mathematics comes from life, and to elaborate mathematical ideas applied to life.
Test:
Summarize the improvement:
1. Review the teaching process of this lesson: problem scenario-modeling-solving-explaining application.
2. What knowledge and methods have you learned in this course? Students discuss and answer.
Homework: Exercise 1 and 2 on page 67 of the textbook.
Teaching reflection:
In the teaching process, we emphasize students' independent exploration and cooperative communication, abstract practical problems into graphic problems through students' experience, cultivate students' logical thinking ability and spatial imagination ability, and enable students to apply what they have learned flexibly to life.