The textbook arranges the content of understanding plane graphics after understanding three-dimensional graphics, and introduces it into teaching through the relationship between three-dimensional graphics and plane graphics. Because in real life, most students are in direct contact with three-dimensional graphics and can see the surface of objects anytime and anywhere. In this way, according to students' existing life experience, through rich learning activities, help them intuitively understand common plane graphics.
I. teaching material analysis
1, teaching content
Compulsory Education Curriculum Standard Experimental Textbook Mathematics Grade One Volume Two Unit 4 "Interesting Graphics" Lesson 1.
2. Analysis of teaching materials
The part of "Understanding Graphics" is the first lesson of this textbook "Interesting Graphics". It is based on the understanding of three-dimensional graphics in the first volume, which makes students have a preliminary understanding of plane graphics and lays the foundation for further learning geometry knowledge. The textbook embodies the design idea from three-dimensional to plane, and pays attention to letting students experience the relationship between face and body through operation activities.
3. Teaching objectives
Knowledge goal: through observation, operation and other activities, we can initially recognize and identify rectangles, squares, triangles and circles, and realize that "face" is on "body".
Ability goal: form space concept and innovation consciousness in the process of hands-on operation.
Emotional goal: through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life and stimulate students' interest in mathematics learning.
4. Teaching focus
Can recognize these four kinds of graphics.
5. Teaching difficulties
Experience the face in the body.
6. Teaching preparation
Multimedia courseware, some three-dimensional graphics, some plane graphics, white paper, crayons, etc.
Two. education act
This teaching activity presents the teaching content in the mode of "problem situation-modeling-explanation and application", focusing on making students experience the process of inquiry modeling from three-dimensional to plane, taking students' development as the foundation, emphasizing the cultivation of students' spatial concept, integrating learning methods such as observation, operation, communication and cooperation, and focusing on making students learn through operation experience.
Three. teaching process
(A) the creation of situations, the introduction of new courses
(Courseware Demonstration: Beautiful Castle)
Our good friend, Naughty, took us to a beautiful castle. In this castle, there are various shapes of graphics. Please recognize them and say their names.
Cuboid, cube, cylinder and sphere are all three-dimensional figures. In the castle of graphics, in addition to the three-dimensional graphics family, there is also a huge family, that is, plane graphics.
(Courseware demonstration: plane graphics)
Students try to say the names of the pictures they know.
Reveal the theme: Today, let's get to know these plane figures together.
(blackboard writing: knowing graphics)
(Combining with students' existing knowledge background, starting with common objects, let students know and understand plane graphics and enrich their perceptual knowledge of plane graphics. )
(B) business exchanges, exploring new knowledge
1, perception of "face" on "body"
(1) Observe the operation.
Requirements: These plane graphics are hidden in objects on everyone's desktop. Please find, touch and talk, and take action quickly!
(2) Reporting and communication
Say: What figure did you find on what object? Touch the face of the person you are looking for again. How do you feel? The main feature of guiding students to say "face" is flatness. )
Let the students feel by themselves through the activity of "touching" and realize that every face of an object is flat. )
(3) guiding discovery
(The courseware demonstrates the separation process of "face" from "body")
Teacher: Through the observation just now, it is found that the homes of these plane graphics all live in three-dimensional graphics.
(Through "seeing", the initial experience is on the body)
2. Hands-on operation and cooperative learning
(1) Teacher's inspiration: Who can think of a good way to take these plane graphics out of the three-dimensional graphics and leave them on the white paper on the table?
(This requirement is both challenging, exploratory and operable. )
(2) Team cooperation.
(3) The methods of reporting and communication are different.
Guide students to come up with a variety of methods (sketch, painting, printing, etc.). ) and give them praise.
Give students the opportunity to "speak", let them state the operation process, express their personal feelings, cultivate the order of language and promote the logic of thinking. )
Through this kind of "learning by doing", let students actively participate in the operation process, experience the formation process of plane, help students establish the spatial concept of plane graphics, and break through the difficulties of this lesson. Realize the experience of mathematics learning, highlight students' autonomy and creativity in learning, realize the reform of teaching and learning methods, and embody the curriculum values based on students' development. )
3. Summary
We found a rectangle from a cuboid, a square from a cube, a triangle from a triangular prism and a circle from a cylinder. We also found that these characters have flat faces and only one face. Therefore, these figures are called plane figures.
4. Game: I said you want to
Try what you know. The teacher said a graphic name, please close your eyes and think about it, and draw a picture with your fingers.
You can have interactive exercises between your deskmates.
By letting students close their eyes and imagine the graphics they have learned, they can cultivate their spatial imagination and effectively develop their spatial concepts. )
(3) Consolidate and deepen, migrate and expand.
1, Lianyilian: Connect the picture with the name.
The presentation of variant graphics can help students to better summarize the obtained properties and characteristics into similar objects, so that students can have a further understanding of graphics in induction. )
2. Find out: Where have you seen such a figure in your life?
The teacher first guides the students to see which objects in the classroom have such figures, and asks them to leave their seats to find, point and touch them, and then tells them what they have found. )
Teacher: Actually, we can also see these figures on the way home. Now, let's go to the street and have a look!
Say: What are the shapes of these traffic signs?
(Courseware demonstration: introducing the function of traffic signs and infiltrating traffic safety education)
Combine the graphics you know in math class with the real things in life to deepen your understanding of these graphics. With the help of the real situation in life, guide students to observe life, realize that there is mathematics everywhere in life, and stimulate students' interest in learning mathematics. )
3. Find friends (further experience "face" from "body". )
4. Counting, counting, counting, counting, which plane figures each figure consists of?
Step 5 fight together
Today, the children are doing well in this class. Teacher Hu will reward each group with a gift. Please open the gift bag (there are several flat graphics in it) and spell out what you like with the graphics inside.
(1) Group cooperation
(2) exchange and display. Say, what do you spell? What graphics are used?
Expand students' thinking, develop students' hands-on operation ability and innovation ability, satisfy students' creative desire and cultivate students' awareness of mathematics application. Through the exhibition, students can learn to appreciate themselves, appreciate each other and cultivate self-confidence. )
6. Class summary: What have you gained in this class? What do you think is the most interesting part of this class?
Blackboard design:
Cognitive map
Rectangular square circular triangle