Designer's name: Minqin No.1 Middle School, where the school is located.

Mathematics, the subject of mathematics research in senior one.

Contact phone number e-mail

I. Background, Significance and Introduction of the Project

1, background description (how can you think of this topic):

The re-measurement of the height of Mount Everest has aroused people's attention to surveying and mapping. In life, it is difficult to directly measure the height or width of many objects, such as the height of buildings, trees and water towers. It is relatively troublesome to directly measure the width of rivers and buildings. If we use the knowledge of mathematics and physics to measure indirectly, the manpower and material resources will be much less.

2, the significance of the topic (why do you want to study this topic):

Through this practical activity, students can understand the significance and importance of surveying in life and the basic knowledge of surveying and mapping. Through personal participation in inquiry activities, students' abilities of finding problems, collecting information, analyzing and processing information, using information and communicating with people, as well as their abilities of cooperative learning and multi-angle learning by using modern science and technology are improved, and the process and method of scientific inquiry are experienced. Through personal practice, fully understand the common measurement methods in life, cultivate the feelings of loving nature and enhance the awareness of environmental protection through close contact with nature. Through practice, cultivate students' scientific attitude of seeking truth from facts.

3. Theme introduction

This topic is mainly to make students realize the application of mathematics in life and the concrete life in which abstract mathematics can be applied. Stimulate students' enthusiasm for learning mathematics and cultivate students' mathematical thinking ability. Cultivate students' ability of interdisciplinary comprehensive application of knowledge.

Second, the teaching purpose and method of inquiry learning (the teaching purpose and method of inquiry learning can be expounded according to the three-dimensional goal of the new curriculum standard (or Bloom's goal classification))

Third, the analysis of participants' characteristics (focusing on the characteristics and differences of students, especially the factors that have an impact on the development of research-based learning). )

1, the students are science students in Grade Two;

2. Students have certain writing skills;

3. Students have the necessary basic knowledge of mathematics and physics;

4. Students have a certain understanding of the process and links of scientific inquiry;

5. Students are curious and interested in applying mathematical knowledge to solve practical problems in life;

6. Students are active in thinking, good at communicating with classmates, willing to express themselves and eager to get praise from classmates and teachers;

7. Students have already had the initial cooperative learning experience and have the initial cooperative ability.

Four. The goal and content of the research (what are the main problems to be solved in the research and what content should be used to achieve this goal)

The main problems to be solved in the research:

Various methods of measuring the height of objects in life.

This goal is achieved through the study of the following contents:

1, review sine theorem and cosine theorem;

2. Understand the triangle solution;

3. Understand the general methods of measuring the height and width of objects in life;

4. Try to use sine theorem and cosine theorem to put forward various methods to measure the height and width of objects in life;

5. Understand the technology and significance of the height survey of Mount Everest;

The topics that students can choose are:

1: measure the height of the water tower;

2. Measure the height and width of the building;

Measure the width of this river.

5. The expected results of the research and their forms of expression (in what form will the final results of the research be presented, whether it is papers, experimental reports, objects, websites, multimedia or other forms).

A small report meeting will be held at each stage to report the experience of each student in different periods; Finally, hold a summary report meeting; Every student will get a comprehensive evaluation from himself, the group members, the group and the teacher.

Preparation of intransitive verb resources

According to the theme of inquiry, the resources provided by teachers are:

1, surveying and mapping instruments.

2, tape measure, benchmark.

3. School library, computer room and multimedia classroom.

4. Evaluation Scale (attached).

Resources prepared by students:

1, pen, paper

2. Calculator with program calculation function

Seven, the stage design of research-based learning

The starting and ending time of students' activities and teachers' activities in the research-based learning stage

The first stage: mobilization and training (preliminary understanding of inquiry learning and understanding of research methods of inquiry learning)

1, contact to discuss the problem.

2. Understand the learning purpose of this activity.

3. Understand the steps, methods and requirements of this comprehensive practical activity. 1, introducing the close relationship between mathematics and life;

2. Introduce the significance of inquiry learning.

3. Introduce the general method and process of scientific inquiry.

In the second stage, the project preparation stage puts forward and selects the project to understand the tall objects such as flagpoles, buildings and water towers. Besides measuring their height and width directly, can other methods be used to measure them? Combined with the knowledge we have learned about solving triangles, please think positively and see if you can apply those book knowledge here.

After discussion between teachers and students, the research topic is determined from the aspects that students are most eager to know or are interested in, and finally "the narrative and width of architecture" is selected as the research topic. 1. Introduce the principles and methods of selecting topics for research-based learning.

2. Organize students to discuss and screen topics with students.

Set up a research group 1. According to their own specialties and preferences, students form groups according to the composition principles of cooperative groups.

2. After each group is established, the group leader is selected to study and discuss the evaluation scale of group cooperative learning.

3, according to the topic, the division of labor within the group, the division of labor within the group can be data collection group, field investigation group, scientific experiment group and so on. 1. Introduce the grouping principle of the cooperation group, and rationally allocate the members of each group on the premise that students voluntarily group.

2. Introduce the requirements of cooperative learning and put forward the evaluation criteria of cooperative learning.

3. Organize and guide students to discuss in groups, and divide the work among group members.

Make a team implementation plan. Each group makes a research plan according to the division of labor, allocates research time, subdivides research content and schedules results. 1, to guide students to make research plans.

2. Design a template to show the results and provide guidance for students to show the research results.

Stage III: Project implementation stage 1. In order to measure the width of the building, the following steps are taken:

(1) Select any point on the ground and measure the observation angles of both sides of the building observed at the same place with measuring instruments.

(2) Repeat the operation of step (1) at another position on the same horizontal plane.

(3) Measure the linear distance between two measuring positions with a tape measure.

2. In order to measure the height of the building, measure it according to the following steps:

(1) Select any point on the ground and measure the observation angle of the roof of the building observed at the same place with measuring instruments.

(2) Repeat the operation of step (1) at another position on the same horizontal plane.

(3) Measure the linear distance between two measuring positions with a tape measure.

3. Team members cooperate with each other to record the required data. Processing the survey data and calculating the height and width of the building.

4. Complete the experimental report. .

5. Collect the retest data of the height of Mount Everest and talk about your own feelings.

6. Exchange opinions by email, QQ, etc. 1, encourage students to participate in practice.

2. Deepen students' understanding of triangle problem-solving methods, master problem-solving methods and strategies through the training of this activity, and improve problem-solving ability;

3. Activate students' thinking and encourage bold innovation.

4. Instruct students' team members to work together and cultivate students' team spirit and cooperative communication ability;

5. Guide students to learn to use surveying and mapping tools.

6. Encourage students to overcome difficulties in action and cultivate the spirit of struggle;

7. Encourage students to use multidisciplinary knowledge comprehensively.

8. Guide students to write standardized research reports and cultivate students' expressive ability.

Eight, summary and reflection (summary and reflection on the whole research-based learning process after practice, and put forward suggestions for improvement)

1. Each group reports its research results as a group, and makes the results into PPT for demonstration.

2. Each member's self-assessment (table 1) shall be collected and reported by the team leader.

3. Mutual evaluation within the group (Table 2).

4. Mutual evaluation between groups (Table 3).

5. Teacher evaluation (Table 4).

6. Each member synthesizes self-evaluation, group evaluation, other evaluation and teacher evaluation to complete the overall evaluation (Table 5).

7. Summarize and reflect.

8. Suggestions for improvement.