? "Understanding Area" Teaching Method in Excellent Mathematics Teaching Plan
Teaching content: the third grade experimental textbook of Jiangsu Education Press (Volume II), pages 74~77.
Teaching objectives:
1, know the meaning of area, and learn to compare the size of the surface of an object with the size of a plane figure.
2. In the process of experiencing the meaning of area, cultivate students' observation ability, analysis and comparison ability, induction and generalization ability, and in the process of exploring the area of plane graphics, cultivate students' hands-on operation ability and develop the concept of space.
3. In inquiry learning activities, cultivate the consciousness of active inquiry and mutual cooperation, experience the connection between mathematics and life, and stimulate the interest in learning and inquiry.
Teaching emphasis: understanding the meaning of area
Teaching difficulty: learn to compare the size of the surface of the object with the size of the plane figure.
Teaching process:
First, create a situation to stimulate the introduction of interest
The teacher demonstrates and touches the hands with the students.
Two students in the same seat compare with each other.
Compare teachers and students.
Tell me the result of the comparison
Point out and compare the size of which part.
Second, actively participate and explore new knowledge.
1, understand the meaning of area.
(1), touch it, and it feels big and small.
(Students say, touch it) After a lifetime, touch it again.
Which is bigger, the textbook cover or the desktop? Which face is smaller?
Who can touch the noodles and talk about their size?
Can you give another example like this? (Touching and chatting)
(2) Reveal the meaning of area.
Through the activity just now, we found that the surface in the object has size. In mathematics, we call the size of the blackboard surface the area of the blackboard surface. What does the surface area of the blackboard mean?
What is the size of the textbook cover? (blackboard writing)
Can you give an example of area?
(3) contact life development.
For example, what is the area of other objects in life? Compare their sizes.
Group communication.
Today, let's learn about this area together.
(4) practice.
A. think about doing the second question
The computer shows a map of People's Republic of China (PRC).
Do you know which province Nantong belongs to?
By the way, it's Jiangsu Province. Who will come up and look for it?
Anhui is the abbreviation of which province? (Anhui) Who are you looking for?
Where is Chuan?
What about the item? Please give each student a finger.
Look at the pictures and texts in Sichuan province, and say a word in terms of area.
These are irregular plane figures. What other plane graphics have we learned before?
Draw a plane figure on the paper and color it to indicate its area.
After painting, who has a larger graphic area than the students in the group?
Draw the edges of the figure with strokes of another color.
Student operation.
Understand the difference between area and perimeter.
2. Compare the area size.
Can you compare the areas of these two figures? (Example 2) Display
Which figure do you think has a larger area?
Give it a try and verify your guess by comparison.
See which group can come up with different methods to compare.
Group discussion.
Reporting and comparison methods for each group (demonstration)
Teacher comments in time
3. Think about doing the third question.
Comparing these four figures, which figure has a larger area?
How many squares does the first figure occupy first? What about the second one? What about the third one?
How did you work out the last number? Is there any good way to introduce it to everyone?
So which of these four figures has the largest area?
Third, expand applications.
Open the book on page 75, look at the first question and compare the sizes of the following two figures.
What method should the group discuss first? Then select the appropriate tool.
Class communication: How do you compare? (According to the students' answers, whiteboard demonstration)
Guided reflection: choose the appropriate method according to the actual situation.
Fourth, classroom extension.
1. Compare the areas of two pieces of cloth.
2. Estimate the price according to the size of the area
Verb (abbreviation for verb) sums up the class.
Talk about your gains.
Reflection after teaching:
The children are better than I expected, perhaps because they are well prepared, students have a good foundation, teachers and students cooperate with each other tacitly, and the overall feeling is smooth. They have achieved the preset teaching goals and have a good class. I really like these children! Where feelings can be used for reference:
1. Organize rich mathematical activities and show vivid formation process. I provide students with sufficient learning materials and time to explore, and guide students to experience the generation process of area meaning and the necessity of unification of area units through mathematical activities such as "touching", "comparing", "swinging", "drawing" and "counting". The meaning of area is divided into two levels: the area of object surface and the area of closed figure. These two levels focus on the significance of allowing students to construct the area in the experience. I made a deep excavation of the "object surface": there are not only planes but also curved surfaces, so that students can have a more comprehensive understanding of the surface. In the area formation of closed figures, we pay attention to the establishment of area representation. Through the activity of "drawing a picture", we truly experience that the area is a whole block with a size, which naturally leads to the comparison between perimeter and area. However, in class, students have obvious differences between perimeter and area, and the contrast effect is not obvious.
2. Cultivate students' problem-solving strategies by comparing regions. I think it is impossible to cultivate students' spatial concept overnight, and it must be based on students' own experience and sentiment, especially in mathematics activities. In the process of the formation of the experience area, students in the classroom gradually accumulated rich appearances, especially activities such as "evaluation", "comparison" and "swinging", which enabled the goal of developing the concept of space to be implemented. The whole class focuses on comparing the size of rectangular and square areas, infiltrating various methods of comparing areas. In the process of exploration, students learn different comparative strategies and share their experience in solving problems by communicating, comparing and evaluating different strategies in the process of solving problems. Students experience the process of "doing mathematics" in division of labor, comparison, reporting and communication, and their experience and feelings are more profound.
Although some brains have been used to operate the materials, it still takes a lot of time for students to operate them. How to further save time and make the discussion more full and effective is worth further thinking.
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