Teaching design of "understanding angle" in primary school mathematics teaching plan
The first part: the teaching design of cognitive angle.
Brief analysis of teaching materials;
"Understanding Corner" is the content of Unit 7, Page 64-66, Grade Two of Mathematics (Volume II) of the National Standard Ben Su Education Edition. This lesson is 1 lesson. We mainly know the shape of the angle, the names of various parts of the teaching angle, and the perception angle. Perception angle is related to the degree of differences between the two sides.
Teaching objectives:
1. If you know the angle in combination with your life and know the names of each part of the angle, you will make the angle in different ways.
2. The perception angle has a size, and the size of the angle will be compared by overlapping method. The size of the perception angle is related to the degree of divergence on both sides.
3. In the process of understanding the angle, realize the close connection between mathematics and life, and enhance the interest in mathematics learning; Develop mathematical thinking in the process of exploring angle size and comparison method.
Teaching emphasis: let students form the correct representation of the angle and know the names of each part of the angle.
Teaching difficulty: let students know what the angle is related to.
Teaching aid preparation: activity corner, multimedia courseware, blank paper, etc.
Learning aid preparation:
Each student prepares a piece of paper, a thumbtack and two pieces of hard paper.
Teaching process:
First, create a situation, perception angle
Talk: There are a group of beautiful triangular dolls living in the kingdom of mathematics. Today, they will come to our class to have classes with the children. Are you popular? () Look! The multimedia courseware dynamically demonstrates the scene of a group of triangular dolls coming over while singing. ) Here they come. (courseware animation: a triangle doll dances proudly and throws an edge. ) hey? Why is this triangle doll missing an edge? The naughty triangle lost an edge. Show me. It's gone. Call it a corner. In this class, let's find the doll Jiao and make friends with Jiao, shall we?
Second, explore new knowledge and understand the angle.
1, abstract angle, cognitive angle.
(1) From the angle of physical object induction
Triangle invited many "horn" dolls for us. The horn doll wants to play hide-and-seek with us. Would you like to? (Show multimedia pictures: rectangular paper, triangle, clock face, five-pointed star, scissors) Can you find these little guests? Look who has the brightest eyes!
Who can tell me where you found the horn? Point and touch with your fingers.
Summary: It turns out that naughty horns are hidden in these objects. The child is so clever.
Teacher (surprise): At the moment, the trumpet doll is hiding in the classroom. Can you find it in the classroom?
Health:
(2) Folding the angle and experiencing the characteristics of the angle.
Show me a blank sheet of paper.
Teacher: The corner is on the teacher's paper. Can you help the teacher find it?
This paper can make many corners. Who can be a corner? Please take out a piece of paper and fold it.
Ask the students to fold the paper in half and make corners of different sizes.
Teacher: Kid, poke your horn in your palm or face and see what it feels like. "(The teacher said while demonstrating)
Why do you feel pain? () Yes, because it is very sharp. Do you still poke people when you touch both sides of it again? How do you feel? (flat and slippery)
(3) The appearance of abstract angle and perception angle.
Children, horns have great skills. It can not only hide on objects, but also come down from them. (Students open their eyes wide and feel incredible) Don't believe it? Look! The courseware dynamically demonstrates the scene of cutting off a corner, a triangular ruler and a clock. ) The students exclaimed.
2. Demonstrate drawing a corner and know the names of each part of the corner.
Teacher: Just now, the children found many corners, and the teacher also found one and drew it on the computer. Do you want to know how the teacher drew it? The courseware animation demonstrates the process of drawing corners with a pencil. )
Who can tell me how you just saw the teacher draw the corner, what to draw first, and then what to draw? Can you draw a corner yourself? Refers to students drawing a corner on the blackboard. Consciously ask students to draw angles in different opening directions. )
Do you know what this sharp place and straight line are called? They are hidden in the math book on page 64. Go find them.
After the students talk, sum up: a corner has a vertex and two sides.
3, practice, consolidate the corners.
A. The graphic dolls in the mathematical kingdom heard that we were learning corners, and they all contended to say that they were corners. Who is right? Let's have a look. The courseware shows "Want to Do" question 1.
B.there are several angles in the picture below.
"Think and act" question 2.
Third, hands-on operation, compare angles.
1. In the kingdom of graphics, two corners are arguing, saying that the big is the big. Who is older? Look at the screen
After the students argued, the teacher demonstrated the overlapping part of the two corners with multimedia. (Vertices are aligned, and one edge is aligned. ) summary: it seems that the size of two angles can be compared by overlapping method.
Horn doll gave us a gift when she saw us studying so hard. Look! The animation shows that the "activity angle" of the bird keeps moving. )
Look carefully, what do you find?
Teachers also have such horns, because both sides of them can move, so we call them active horns.
Take out your activity corner (both sides of the activity corner of teachers and students are the same length). Who can pull a corner as big as the teacher?
How do you compare with the teacher? What are the overlaps?
Who will come over and pull out a corner a little bigger than the one pulled by the teacher? Can you pull out a corner smaller than the teacher? Summary: There are big and small angles.
3. Study what the angle is related to.
(1) Teacher-student ratio activity angle: compared with the activity angle of the same length, compared with the activity angle of different lengths. Communication: What did you find?
(2) Let the students pull an angle as big as the teacher. Q: If the teacher cuts off both sides of your corner, do you dare to compare with the corner of the teacher?
Discussion: What do you think the angle is related to?
Summary: The angle has nothing to do with the length of both sides of the angle, but with the divergence of both sides.
4. Application of activity angle
Have you ever seen such an angle of change in size in your life? Tell your classmates.
Do you know the function of scissors and fans designed as movable angles?
Fourth, consolidate and expand, and apply the angle.
1. Take out two pencils and wave them.
(1) pose 1 angle (2) pose 2 angle (3) pose 4 angle.
Students swing, teachers guide.
2. How many angles are there?
Finally, the "corner doll" gave us a pair of gold scissors. Let's cut off a corner of a rectangular piece of paper and see how many corners are left. Let's get started.
Fifth, summarize the evaluation and deepen the angle.
What did you learn from this course? Did you enjoy your study? Can you say a word with the loudspeaker?
The second part: the teaching plan of the second grade cognitive angle quality class.
Teaching content: P84-85 cases 1 and thinking and doing 1~5 questions.
Teaching objectives:
1. Find the angle, know the angle, and get a preliminary understanding of the angle under specific circumstances.
2. Draw and make angles by hand, deepen the understanding of diagonal lines, compare the sizes of angles, and cultivate students' observation ability and hands-on operation ability.
3. Cultivate students' autonomous learning spirit, develop good study habits, experience the connection between mathematics and life, stimulate students' interest in learning mathematics and develop mathematical thinking. Teaching emphasis: know the angle and the names of each part of the angle.
Teaching difficulty: compare the size of the angle
Teaching preparation: courseware, square pieces of paper, triangular ruler, small alarm clock.
Teaching process:
First, dialogue import
Talk: Spring has come, the weather is warm, and geese fly back from the south. They are arranged in a "one" shape for a while, and then in a "human" shape. You see, what is the pattern formed by geese flying at this time?
Health: Horn
Introduction: Yes, it's a corner. Today, in this class, we will know this corner together.
Second, new funding.
(A) perception angle
1. Show illustrations: scissors, clocks and watches, red scarf.
Tell the students that there are horns on the scissors. On behalf of the theory, a student removed the corner from the clock and the red scarf.
2. Introduce the names of the parts in the corner.
(1) Please take out the paper corner and touch it here. How do you feel? That's right, that is to say, sharp, here we give it a name, called vertex.
(2) Touch here again. How do you feel? (Very smooth and flat) Yes, it is straight. We also named them Bian.
Related articles:
1. Reflections on the Teaching of Mathematical Angle Understanding
2. Notes on Primary School Mathematics Lecture
3. Primary school mathematics teaching methods
4. The teacher's experience of going out is a model essay.
5. Case analysis of primary school mathematics classroom teaching