Compulsory Education Curriculum Standard Experimental Textbook (Beijing Normal University Edition) Grade Three Volume II Page 39 -4 1 page.

Textbook analysis

The main contents of this unit "area" include what is area, measurement, swing and floor tile laying. What is a region is the beginning of this unit. In order to change the phenomenon of paying attention to area calculation and unit conversion in the past, this set of teaching materials ignores the phenomenon of cultivating and panicking students' concept of space, and lists the meaning of area separately. The textbook arranges the following practical activities: first, create specific life situations, so that students can initially perceive the meaning of area; Secondly, compare the activities of two kinds of graphic area size, and experience the diversity of area size strategy; Third, deepen students' understanding of the area through painting activities. In teaching, we should fully connect with students' life experience, let students give more examples and tell the size of the surface or figure of the objects around them, so that students can have a more perceptual understanding of the area, truly realize the close relationship between mathematics and life, and stimulate students' interest in learning mathematics. In the process of comparison, let students experience the whole process of activities, experience the formation of knowledge, and cultivate and develop students' spatial concept. This course also focuses on cultivating students' creative consciousness and teamwork spirit, so that students can communicate in activities and consciously become the masters of learning.

Student analysis

Before, students have known the plane graphics such as rectangle and square, and the three-dimensional graphics such as cube and cuboid, and understood their characteristics. They also learned to calculate the perimeter of rectangles and squares. By the fifth grade, they will also learn to estimate the area of irregular figures. Students also have rich experience in understanding the surface size of objects. Through observation and hands-on operation, we can compare the areas of two graphs. In this activity, students will boldly use learning tools, come up with various strategies to solve problems, and think and choose more scientific and accurate methods.

Teaching objectives

1, combined with the specific situation, through observation, operation and other activities to understand the significance of the area, initially learn to compare the size of the surface of the object and the closed figure area.

2. By comparing the areas of the two figures, students can understand the diversity of problem-solving strategies, cultivate their practical ability and develop the concept of space.

3. Create purposeful activities to let students experience the process of knowledge formation, cultivate students' awareness and ability of active exploration and unity and cooperation, make students realize the close relationship between mathematics and life, and stimulate students' interest in learning.

Teaching preparation

1, prepared by the teacher: multimedia courseware, schoolbags (one square and one rectangle, scissors, glue sticks, small pieces of paper, coins, etc. )

2, students prepare: schoolbags (one square and one rectangle, scissors, glue sticks, small pieces of paper, coins, etc. ).

Learning method guidance

Observation and comparison, hands-on operation, independent inquiry and teamwork.

Teaching focus

Understand the meaning of area and experience the diversity of comparison strategies.

Teaching difficulties

Understand the meaning of area and compare the size of two graphic areas.

teaching process

First, introduce the conversation:

1, the area of the palm and the cover of the math book is their area. (blackboard writing: the size of the surface of the target area)

2, naughty to join the students, show the courseware to lead out: the size of closed graphics is their area. (blackboard writing: closed graphics)

Second, explore the meaning of area.

1, perception:

Look for the area of the surrounding objects, and the students raise their hands to answer.

② Compare the sizes of objects, and raise your hand at the same table to answer.

2. Student activities: Compare the areas of rectangles and squares.

The teacher shows rectangles and squares. Students guess the size of the graphic area.

② Students begin to operate and use the learning tools in the learning toolkit to come up with various methods to compare the sizes of two graphs. Division patrol guidance.

③ Students demonstrate different methods and choose a more accurate method to measure the area.

(4) The method of drawing digital grid.

Third, application.

1, (courseware demonstration) Compare the sizes of two graphic areas by computing the grid. Raise your hand and answer after observing.

2. Show two squares. Students discuss and decide whether the square method can be used. Let the students know that the grid size should be the same when comparing.

Draw a picture on the 40th page of the book.

Fourth, expand (small designers)

Complete the graphic stickers in the grid paper in groups.

1. The gift is from a clever old man.

2. Teachers put forward specific requirements for activities.

3. The projector shows some students' works and compares the graphic area.

Verb (abbreviation of verb) abstract

What did you learn in today's study?