The eighth grade mathematics teaching plan Volume II (analysis of teaching materials and learning situation)
The understanding of parallelogram is written in two paragraphs in the textbook. This unit is the first time. Students are only required to identify which parallelogram comes from a specific object or figure, and have a preliminary intuitive understanding of some of its characteristics. The understanding of parallelogram in this lesson is divided into two levels. The first level is to understand the characteristics of parallelogram, and the second level is to understand parallelogram. The appearance of parallelogram is of great significance for enriching students' understanding of the real world and developing students' spatial concept. Combining with students' real life, the textbook of this course constructs an intuitive and vivid parallelogram representation through observation, operation and experience, which can not only guide students to feel the learning method of mathematics, experience the fun of mathematics learning and accumulate the experience of mathematics activities, but also lay a foundation for students to further learn parallelogram and other plane graphics knowledge in the future.
Students in Senior Two have accumulated some knowledge and experience about "Graphics and Geometry" in the next semester, and formed a sense of space to some extent. Students got a preliminary understanding of rectangles, squares, triangles and circles in the last semester of Senior One, and got a further understanding of rectangles and squares in the next semester of Senior One. This unit further studied the characteristics of rectangles, squares, sides and corners when understanding quadrangles, which can be said that students' perception of plane graphics has a certain foundation. The understanding of parallelogram is the first time in the textbook, and some students have come into contact with it in their lives. Students should pay attention to the combination of existing life experience, with the help of specific situations related to students' real life, so it is easier to master. In teaching, we should make full use of all kinds of teaching AIDS, learning tools and modern information technology to provide students with activity space for observation, operation and experience, guide students to intuitively understand parallelogram and further develop the concept of space.
Mathematics teaching plan (teaching goal) in the second volume of the eighth grade
Knowledge and skills:
1. Get to know the parallelogram in the process of connecting with real life and hands-on operation, so that students can know the parallelogram, its easy deformation characteristics and the basic characteristics of equilateral.
2. According to the basic characteristics of parallelogram, draw parallelogram on grid paper.
Process method:
1. Enable students to experience the basic features of parallelogram through organized thinking and simple reasoning in activities such as observation, hands-on operation, imagination and scene description, further accumulate experience in understanding graphics, form representations, and then develop spatial concepts.
2. Through cutting, drawing, changing and other mathematical activities, train students to think about problems by using mathematical thinking mode and know that the same problem can have different solutions.
Emotional attitude:
1. Feel the connection between graphics and life, make students realize the application of parallelogram in life, cultivate their awareness of mathematics application, and enhance their interest in learning Graphics and Geometry.
2. Promote students to actively participate in mathematics activities through various learning methods, and have curiosity and thirst for knowledge about mathematics.
Teaching emphasis: make students know the characteristics of parallelogram, such as equilateral and easy deformation.
School tools preparation: rectangular frame, rectangular paper, ruler and scissors for each person.
Preparation of teaching AIDS: multimedia courseware, various graphics and cards.
Mathematics teaching plan (teaching process) in the second volume of the eighth grade
First, create a situational understanding problem.
1. Preliminary perception, forming appearance.
The teacher has a deformable rectangular frame in his hand.
Review: What are the characteristics of the sides and corners of a rectangle?
Teachers push and pull the rectangular frame, so that students can intuitively feel the process of rectangular frame becoming parallelogram frame.
Disclosure subject: Figures like this are parallelograms.
Teacher: After this class, the teacher will know the parallelogram with his classmates. (blackboard writing topic)
Design intention: The parallelogram is exposed in the connection with the rectangle, so that students can learn under the background of such a graphic system and have a preliminary understanding of the problems to be studied, thus achieving the good effect of reviewing old knowledge and drawing out new knowledge. More importantly, in this process, students realized the advanced way of thinking &; Mdash& ampmdash migration.
Second, focus on the key points and establish the appearance.
1. Hands-on operation, feel the characteristics.
Students push and pull the rectangular frame.
Hands-on operation, teacher patrol, give students enough time to "play".
Thinking: Pull the diagonal of a set of rectangles. What about the sides and corners of a rectangle?
2. Exchange reports and describe characteristics.
Teacher: Look at this parallelogram carefully and say, what are its characteristics?
Thinking: How do you know that the opposite sides of a parallelogram are equal?
Teacher: The teacher also wants to play this parallelogram with the students again. We said while playing (push-pull process) that it is easy to deform and the opposite side is equal. This side is opposite to this side, and the other group is opposite to these two sides.
Design intention: Using the connection between old and new knowledge, starting from the logical sequence of knowledge and the conceptual background of macro-mathematics, guide students to discover the connection between parallelogram and rectangle, grasp the key of the problem, let each student give full play to their initiative, and understand the characteristics of parallelogram by pushing and pulling the rectangular frame, so as to discover the connection between parallelogram and rectangle and cultivate students' reasonable reasoning ability.
3. Contact with life and deepen the appearance.
Teacher: Where have you seen parallelogram in your life?
Teachers use courseware to show parallelogram pictures in life and realize the application of deformable features in life.
4, preliminary application, recognition of graphics.
Show Exercise 9, Question 1.
Question: Why are these figures not parallelograms?
Design intention: parallelogram is widely used in real life. By letting students say and find that geometric figures are everywhere, they can be inspired to observe and think from the perspective of mathematics, so that students can understand the relationship between mathematics and life.
Third, apply knowledge and operational experience.
1. Jane Jane
Teacher: What should I do if I want to change this rectangular piece of paper into a parallelogram?
Demonstrate the process of rectangular paper becoming parallelogram with courseware.
Thinking: If the rectangular paper is folded in half several times, more parallelograms will be cut out ()?
Students began to cut their favorite parallelogram. Play music, and the teacher will help the students in need.
Design intention: Using the knowledge of the side length of rectangle and parallelogram, the relationship between rectangle and parallelogram is combed in the cutting process, and students can consolidate and analyze the characteristics of parallelogram. By observing and imagining that "the more times the rectangle is folded in half, the closer the parallelogram is to the rectangle", the space and time of students' imagination are released, and students can feel the extreme thoughts of mathematics. Through combing, students' reasoning ability and thinking ability are cultivated, which lays a solid foundation for studying the area of parallelogram in the future.
2. Draw a picture.
Teacher: Next, please take out the square paper and draw a parallelogram according to your own imagination!
Show students different painting methods.
Change it.
Do exercise 9, question 3 in the book. Teachers patrol to feel students' different problem-solving strategies.
Teacher: Students will use so many methods to turn typos into parallelograms. Teacher Yu admires you.
Design intention: After fully experiencing and understanding the characteristics of parallelogram, students design to "draw a picture" and "change it". The practice design of this link is close to the actual life of students, which is open, hierarchical and interesting. Through practice, improve students' existing knowledge system, realize the diversity of problem-solving strategies, improve students' critical thinking ability, and infiltrate the connection between parallelogram and trapezoid.
Fourth, express presentation and experience success.
Say and think.
Teacher: Now let's relax and play a game: the name of the game is "I say you guess".
The teacher shows the name of the graph, one student describes the characteristics of the graph, and the other students guess the name of the graph.
Design intention: Through the variant exercise of "I say you guess", let students describe the graphic features they have learned in their own language, which is to strengthen students' cognition. Students must master the characteristics of each figure in order to grasp the essence through phenomena and make their thinking more profound.
Fifth, reflect on the evaluation and sum up the gains.
1. Self-assessment learning process
Teacher: Recall the learning process just now. What activities impressed you the most? What have you gained or learned in this process?
Design intention: Let students review their own learning process, make reflective evaluation, and guide students to think: What have you gained in this activity? Let students know their own learning process, cultivate students' awareness of self-evaluation and reflect on their study habits.
Mathematics teaching plan for the second volume of the eighth grade (design idea)
The accumulation of experience in mathematical activities is an important symbol to improve students' mathematical literacy. The experience of mathematics activities needs to be accumulated in the process of "doing" and "thinking", which is gradually accumulated in the process of mathematics learning activities. Therefore, the design idea of this lesson mainly embodies the following characteristics:
First, let students construct their own knowledge by hands-on operation.
Hands-on practice, independent exploration and cooperative communication are important ways to learn mathematics. Therefore, in teaching, I strive to create conditions for students to "do" mathematics in hands-on activities, so that the process of learning mathematics becomes a process of re-creation by students using what they have learned, and students become explorers and discoverers. In this class, students' observation ability and reasoning ability are cultivated through the transformation from rectangle to parallelogram, and students are allowed to construct their own knowledge through mathematical activities such as cutting, drawing and changing. Only in such operational activities can students truly experience the process of observation, speculation, imagination, analysis and reasoning, and the concept of space can be developed.
Second, solve problems and make students become thinkers.
Let students use the characteristics of equilateral parallelogram to solve problems, and let students fully experience the diversity of problem-solving strategies. In the process of "changing", I let students think independently, experience the process of modifying graphics by themselves, show students a variety of modification schemes, fully expose students' various thinking processes, and let students feel the diversity of problem-solving strategies and methods.