First of all, talk about textbooks.

1, teaching content: I said that the content of the class is nine-year compulsory education and six-year primary school mathematics, book 10, unit 2, understanding of cuboids. This lesson is the first time for students to learn solid geometric figures on the basis of geometric knowledge such as rectangle, square, triangle, parallelogram and trapezoid. Therefore, the teaching of this course not only requires students to master the characteristics of cuboids, but also helps students to establish the preliminary concept of spatial shapes.

2. Teaching objectives: According to the teaching content, I have set the following teaching objectives.

In terms of knowledge and skills: make students know the cuboid and master its characteristics.

In the aspect of ability training: cultivate students' hands-on operation, observation and spatial imagination, and help students establish spatial concepts.

In terms of emotional attitude: let students experience the idea of "practice first" in practical operation and enjoy the joy of success.

3. The textbook is heavy and difficult:

Key point: Understand the characteristics of cuboids.

Difficulties: Establish the spatial concept of cuboid.

Second, students.

The fifth-grade students have acquired certain abilities of observation, comparison and synthesis. Students have strong self-confidence and strong desire to express themselves, which creates conditions for students to study independently.

Third, talk about teaching methods.

Under the guidance of teachers, the whole teaching process gives full play to the role of students as masters, providing students with a broader space for operation and thinking, and allowing them to fully display their opportunities. Through practical activities such as watching, touching, counting and doing, students can gradually understand the characteristics of cuboids and become the masters of cognitive activities. The design of this course gives full play to the multimedia-assisted teaching function, intuitively, vividly and dynamically shows the formation process of knowledge, and effectively breaks through the teaching difficulties.

Fourth, the teaching process: According to the above characteristics, I want to complete the teaching through the following four links.

(1) Introduction to the review

As the saying goes, "A good beginning is half the battle". The state of students at the beginning of a class sets the tone for this class. Every student has a strong desire for self-expression. Ask questions to arouse students' enthusiasm, speak freely and quote cuboids seen in daily life. Lay the foundation for the new course.

(B), inquiry learning

Arrange for students to study by themselves, so that they can get knowledge directly from books, and initially perceive the face, edge and vertex of a cuboid through group communication, laying a foundation for further exploring the characteristics of a cuboid.

1. Discuss the characteristics of cuboid faces: Ask students to count the number of cuboid faces, and then ask students to discuss the shape of each face to get two situations of cuboid. At the same time, use the courseware to demonstrate and let the students find two opposite faces.

2. Discuss the characteristics of the edges and vertices of a cuboid: I divide the students into two or four groups, each group prepares 12, four red sticks, four green sticks and four yellow sticks, each with the same length and eight triangular joints. Provide a space for students to operate and think. Students use learning tools to spell out different cuboids, and then show them to students with multimedia. Discuss around "What's the difference between the cuboids they spell out", so that students can gain new experiences through observation and reflection, exploration and discovery, and better understand and master the characteristics of the edges and vertices of cuboids.

3. Know the length, width and height of the cuboid: Use courseware to make students understand that the length, width and height of the cuboid vary according to the location where the cuboid is placed, and the lengths of the three sides intersecting with each vertex can be called length, width and height.

4. Understanding perspective three-dimensional graphics: Let students observe the rectangular box on the platform and discuss around "How many faces can you see at most". Then, through multimedia demonstration, guide students to gradually abstract non-positioning observation and positioning observation. The faces they see are represented by solid lines, and the faces they can't see are represented by dotted lines to help students establish the concept of spatial form. This design can reflect the formation process of knowledge, so that students not only know why, but also know why. Thus effectively break through that difficulties of the textbook.

(3), consolidate the exercise

This part is mainly designed for exercises, basic exercises and extensive comprehensive exercises. This not only adapts to the needs of students at different levels, but also adapts to the different levels of students' learning.

(4) Classroom experience

This part fully mobilizes students' subjective consciousness and makes them feel the joy of success. And use words like "What did you get?" "What do you want to remind the students?" And other languages, so that students feel that they are the masters of learning.