The lecture of Translation, Axisymmetry and Rotation of Graphics, I said that the topic of the class is Translation, Axisymmetry and Rotation of Graphics, which is a review topic for the senior high school entrance examination. The main goal is to help students consolidate the basic knowledge, combine the test questions of the senior high school entrance examination with training, and improve students' ability to solve problems flexibly. With the implementation of the new curriculum reform, teachers should also stimulate students' enthusiasm for learning, provide students with sufficient opportunities to engage in mathematical activities, and let them truly understand and master basic mathematical knowledge and skills, as well as mathematical ideas and methods in the process of independent learning and cooperation, so as to gain rich experience in mathematical activities and truly entertain and educate. Therefore, I will talk about my teaching ideas of this course from four aspects: "teaching material analysis, analysis of learning situation, analysis of teaching methods and analysis of teaching process". Teaching material analysis I. The position and function of teaching materials Translation, axial symmetry and rotation of graphics are common phenomena in real life. They are not only necessary means for various designs, but also important tools for solving specific problems in the real world and communicating with each other in mathematics. Therefore, the requirements of graphic transformation have been added to the new curriculum standard, mainly to let students feel and understand the transformation of symmetry, translation and rotation, explore and understand spatial graphics from the perspective of movement change, and develop spatial concepts. Teaching objectives: (1). Knowledge and Skills Through observation, we can re-recognize and understand the three transformations, master their basic properties, and use the transformations to design patterns. (2) Solving problems and further applying the three transformations and their basic properties to solve related problems (3) Emotional Attitude Students can experience the vividness and flexibility of mathematics by experiencing mathematical activities such as drawing design, knowledge application and internalization, and accumulate certain aesthetic experience, so that students can know that mathematics is everywhere in life and that mathematics is applied in life. 3. The key and difficult point of teaching is to form the knowledge system of graphic transformation and apply it. The difficulty is to apply three transformations and their basic properties to solve related problems flexibly. The translation of learning situation analysis is learned by freshmen, symmetry by sophomores and rotation by sophomores. If we review together now, students will definitely forget their knowledge or have nowhere to start. Therefore, in order to arouse students' memory and interest and help them form a knowledge system, it is necessary to practice and summarize their abilities, which requires students to actively participate, work hard and use their brains. Analysis of teaching methodology 1. Analysis of teaching methodology (1). Close to life, let students feel learning through observation and experience. (2) Create situations for students to think and learn with questions and tasks. (3) Open the classroom, so that students can learn creatively through interaction and cooperation. 2. Analysis of learning methodology Students can watch, think, fill in and take exams. Independent observation, self-test, find mistakes and correct them in time; Interactive cooperation and problem solving; Only in this way can students' dominant position be reflected. Let students fully understand the graphic transformation and basic properties and apply them in practice. Teaching Process Analysis Teaching Process Flowchart Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Cooperation and exchange to show self-knowledge, self-examination and appreciation, picture display design and self-detection, quiz and situation creation, topic introduction BA life mathematics application Through these five activities, it is shown that mathematics comes from life and serves life. Activity 1 Create a situation, introduce a topic to appreciate the pictures related to graphic transformation in life, (Multimedia display) What mathematical knowledge does the teacher inspire the students, and what the students observe is that a basic pattern is formed through translation, axial symmetry or rotation transformation, thus introducing a topic and stimulating students' interest. Activity 2: Review the knowledge, review the formation process of the three transformations by yourself, help students to recall, fill in the study plan by themselves, and then compare the answers of teachers and students after group communication, correct mistakes and solve problems in time. The teacher should sum up that these three changes are congruent changes. In this process, teachers are not substitutes, but guides and collaborators, which can better help students form their own knowledge system. Activity 3: Self-test. Graphic transformation is one of the hot spots in the senior high school entrance examination in recent years. There are both subjective and objective questions, and the questions are generally novel in conception and ingenious in change. So I chose four clever and simple questions, let students test themselves, independently use three transformations and their basic properties to solve problems, experience the joy of success, and inspire them to build confidence in further learning knowledge. Activity 4 Enjoy the pictures and show the design. Because it is a review class, students have the basis of pattern design, so students design, cut and paste in their spare time, and show them in class, marking what transformations they have used, which arouses students' enthusiasm, enhances students' practical ability and application consciousness, and deeply realizes that mathematics comes from life and is applied to life. The beauty of mathematics is everywhere. Activity 5 Cooperate and communicate, show yourself, solve two moderately difficult problems in groups, and advocate multiple solutions. First, individuals think deeply, and then communicate in groups to find different solutions. Finally, some students become small teachers. The teacher summed up: The first question, one method is to keep the area of two figures unchanged before and after translation, and the other method is to convert them into the area difference of two triangles, and then use the corresponding sides before and after translation to be parallel and equal, and combine the similarity to find out the base and height of the triangle. The second problem is to first convert the conclusion into the sum and difference of two line segments, and then use the congruence of the two figures before and after rotation to prove the required congruence with the knowledge of square. Here, we should infiltrate the sense of application and change our concepts. Finally, the teacher summed up the coping strategies of the graphic conversion questions, and assigned homework, asking students to further improve and continue to work hard.