Mathematics teaching plan for senior one: the basic relationship between sets

I. Content and analysis

(1) Content: Basic relationship between sets.

(2) Analysis: The content to be learned in this lesson is the basic relationship between sets, which refers to the inclusive and equal relationship between sets. Its core (or key) is to understand the relationship between elements in a set. The key to understanding it is to analyze the elements in a collection. Students have learned the meaning and representation of sets and the relationship between real numbers. The basic relationship between the content sets of this lesson is the development on this basis (or its lower concept, you can compare it and so on). (starting point). Because it is related to many subsequent contents, such as conic, which is studied by analogy, it has a very important position in this subject, which is the basis of learning later knowledge and the core content of this subject. The focus of teaching is subset, proper subset, equal set and empty set, so the key to solve the focus is to analyze the relationship between sets and make clear the elements in the sets.

Second, the goal and its analysis

(A) Teaching objectives

(1) By understanding the meaning of inclusion and equality between sets, we can identify subsets and proper subset of a given set;

(2) Understand the meaning of empty set in specific situations;

(2) Analysis

(1) Understand the meaning of inclusion and equality between sets, identify whether a subset of a given set is a subset between two sets, proper subset or equality, and grasp the corresponding meaning, mathematical representation and mathematical notation without confusion; ;

(2) Understand the meaning of empty set in specific situations. It refers to grasping the meaning of an empty set and analyzing whether a given set is an empty set; Remember this rule: An empty set is a subset of any non-empty set, and it is also the proper subset of any non-empty set.

Third, the problem diagnosis and analysis

In the teaching of this course, students may encounter the problem that the condition that an empty set is a subset of any set is easily ignored in solving problems. The reason for this problem is that the acceptance of this new regulation is not strong. To solve this problem, we need to practice repeatedly according to examples. The key is the interaction between teachers and students.

Fourth, the teaching process design

First, the introduction of new courses.

Real numbers are equal in size, such as 5=5, 53, etc. What do you think of using the relationship between real numbers to compare the relationship between sets?

Second, ask questions.

Question 1: Can you find out the relationship between the two groups by observing the following examples?

( 1) ;

(2) Let A be the collection of all boys in Class 3 of Senior One in a middle school, and B be the collection of all students in that class;

(3) Settings

(4) .

Question 2: The same subset, will there be any difference?

(1) See the example on the slide. Can you find any problems?

(2) How to express these two different situations?

(3) Students answered teachers and students * * * summarized the mathematical definition and mathematical language expression of proper subset and set equation.

Question 3: Look at the set given on the slide. What problems can you find?

(1) What do these sets have in common?

(2) Can you give more examples of empty sets?

(3) What do you think is the relationship between an empty set and other sets? What is the relationship between non-empty sets and non-empty sets?

Three. Consolidation and application of concepts

4. Classroom goal detection

Optimal design: in-class exercises.

Verb (abbreviation of verb) abstract

1, set, subset, set equation, proper subset and other concepts;

2. The application of Venn diagram:

3. Definition and nature of empty set;

4. The main conclusion of the basic relationship between sets;