As a selfless teacher, it is often necessary to prepare lectures according to teaching needs, which is helpful to accumulate teaching experience and continuously improve teaching quality. So what is an excellent lecture? The following is my carefully arranged lecture notes on the area of primary school mathematics circle (selected 5 articles) for your reference, hoping to help friends in need.

The area of primary school mathematics circle is 1. First, the textbook says.

1, teaching material analysis

This lesson starts with an example of how much farmland can be watered by the rotation of the sprinkler, and combines the life experience of students to lead to the knowledge of circular area.

Before that, students have learned the concepts and formulas related to circumference. On this basis, learning this lesson well and mastering the formula of circle area and related calculations can lay a foundation for students to learn the area of figures related to circles in the future. Especially in the process of deducing the area of a circle, students' extreme thoughts can be infiltrated.

2. Teaching objectives

Mathematics teaching under the background of quality education should be based on students' development, focusing on cultivating learning ability and strengthening application consciousness, so this lesson has determined the following teaching objectives:

(1) Understand the meaning of circular area, go through the derivation process of circular area formula, and master the calculation formula of circular area.

(2) We can correctly use the formula to calculate the area of the circle, and use the knowledge of the area of the circle to solve some simple practical problems.

(3) In the process of "estimating" and exploring the formula of circular area, I realized the extreme idea of "turning curves into straight lines".

3. Key points and difficulties

Key points: The area of a circle can be correctly calculated by using the area formula of the circle, and some simple practical problems can be solved by using the knowledge of the area of the circle.

Difficulties: Understanding of the extreme idea of "turning curves into straight lines".

Second, talk about teaching methods and learning methods.

1, analysis of teaching methods

According to students' age and psychological characteristics, as well as their current knowledge level, heuristic teaching, group cooperation and other teaching methods are adopted to enable as many students as possible to actively participate in learning. In the classroom, teachers should become students' learning partners, share joys and sorrows with students, think about problems together, experience the joy of success together, and create a relaxed and efficient learning atmosphere.

2. Guidance on learning methods

By introducing examples, guide students to pay attention to mathematics around them; In the process of deriving the area formula of a circle with the aid of the rectangular area formula, students are allowed to learn through observation, induction, association and transformation, so as to cultivate their initiative and enthusiasm in learning.

3. Teaching methods

In order to better show the charm of mathematics, I combine multimedia to fully mobilize students' senses, increase their sense of image and interest in learning, leave enough time and space for students to think and communicate, and let them become the masters of the classroom.

Third, talk about the teaching process

1. Create a problem scenario and introduce a topic.

Show the courseware, let the students observe and talk about what mathematical information can be found from the pictures, let the students understand the meaning of the circle area in a specific situation, and realize the necessity of studying the circle area.

2. Explore thinking and solve problems: estimate the area of the circle.

Through exploration and thinking, students can further understand the significance of area measurement, feel the idea of "turning joy into straightness" and cultivate their estimation consciousness.

3. Introduce old knowledge and explore new knowledge.

Let the students think from what they have learned: parallelogram area can be converted into rectangular area, so can the calculation of circular area be converted into rectangular area? Guide students to use the prepared disk to transform it into a rectangle, and make students realize the idea of "transforming curves into straight lines" through practical operation activities. Then do an animation show, let the students close their eyes and think about whether the more copies they get, the closer the figure is to a rectangle. Inspire students to think: Since the area of a circle is infinitely close to a rectangle, how can we deduce the formula of the area of a circle according to the area of the rectangle? What is the relationship between the length and width of a rectangle and a circle? Next, play the animation again. Teachers and students sum up the area formula of the circle. In this process, the use of multimedia demonstration animation can reveal the scientific beauty of the inherent laws of mathematical knowledge, stimulate students' desire to explore the mysteries of knowledge, eliminate students' fatigue in the learning process and improve learning efficiency.

4. Practical application.

Encourage students to use the formula they have learned to calculate and solve some practical problems in life. This not only pays attention to the training of basic skills, but also pays attention to students' thinking; It not only guides students to use the exploration results to solve problems, but also attracts students' attention to the exploration process.

5. Summarize.

In order to make students have a complete and profound understanding of what they have learned, this paper summarizes it from several aspects in the form of questions. After the students answer, the teacher summarizes and gives full play to the students' main role.

Fourth, talk about blackboard design.

The design of blackboard writing should strive to be concise, highlight key points and help students understand and construct new knowledge.

In the teaching of the whole class, students have been exploring, from asking reasonable questions to actively exploring and drawing conclusions, all under the guidance of the main line "What is the relationship between the area of a circle and the area of a rectangle", the whole process of mutual integration and mutual verification is not only the process of knowledge re-creation, but also the process of scientific discovery.

The draft of "the area of primary school mathematics circle" 2 i. On teaching materials

Textbook analysis

The circle is the last plane figure in primary school. Through the study of circle, students can understand the basic methods of learning curve graphics, and at the same time penetrate the relationship between curve graphics and straight graphics. The area of a circle is taught on the basis that students understand the characteristics of the circle, master the calculation of the circumference of the circle and learn the calculation method of the area of a straight line. Learning about the area of a circle not only deepens students' understanding of the surrounding things, but also lays a foundation for learning cylinders and cones and drawing simple fan-shaped statistical charts in the future.

Analysis of learning situation

It is a leap for students to develop from a straight line to a curve. However, judging from the characteristics of students' thinking, the sixth grade students are mainly abstract thinking and have certain logical thinking ability. Students in this period have many opportunities to get in touch with rich mathematical contents such as numbers and calculations, spatial graphics and so on. I have had preliminary experience in mathematical activities such as induction, analogy and reasoning, and have the ability to transform mathematical thoughts. Therefore, the derivation and application of the area formula of a circle is the focus of this lesson. In the process of deducing the area formula of a circle, the understanding of "turning a curve into a straight line" and "turning a circle into a square" is a difficult point in this course.

Analysis of teaching objectives.

Under the background of quality education, mathematics teaching should pay attention to students' development, cultivate their ability and strengthen their application consciousness. Therefore, according to the characteristics of this lesson, the following teaching objectives are determined.

Knowledge and skills-enable students to understand and master the formula for calculating the area of a circle, communicate the relationship between the circle and other figures, cultivate students' abilities of observation, calculation, analysis, generalization and logical reasoning, and cultivate students' ability to use formulas flexibly to solve practical problems.

Process and method-guide students to learn to use existing knowledge and deduce the calculation formula of circular area by using mathematical thinking method; Infiltrate the limit, transform, replace the curve with the straight curve, and develop the students' spatial concept.

Emotion, attitude and values-cultivate students' good thinking quality of careful observation and in-depth thinking, and cultivate students' courage to overcome difficulties and perseverance.

Second, oral teaching methods

According to the age characteristics and psychological characteristics of sixth grade students, as well as their current knowledge level. Use heuristic teaching methods, group cooperation and other teaching methods to let as many students actively participate in the learning process as possible. In the classroom, teachers should become students' learning partners, experience the joy of success with students and create a relaxed and efficient learning atmosphere.

In order to better show the charm of mathematics, combined with certain multimedia auxiliary means, fully mobilize students' senses, increase the sense of image and interest, and make enough time and space for students to become the masters of the classroom.

Third, theoretical study.

Through the introduction of examples, guide students to pay attention to mathematics around them. Students can derive the area formula of a circle with the help of the rectangular area formula, and at the same time, they can realize mathematics learning methods such as observation, induction, association and transformation, so that every student can speak, do and think in the interaction between teachers and students. Cultivate students' initiative and enthusiasm in learning and develop good study habits.

Fourth, talk about the teaching process

Based on the above understanding, in order to effectively highlight key points, break through difficulties and successfully achieve teaching objectives, I have designed the following five teaching links:

The first step is to create scenarios and introduce topics.

Show the courseware "On a green grass, a pony is tied to a small tree by its owner with a 2-meter-long rope, and the owner wants to test us" to stimulate students' interest in learning, and at the same time review the circle to introduce new lessons. Make students have inherent needs and curiosity about what they have learned, and walk into the classroom to learn new knowledge with this strong thirst for knowledge.

The second step is to change ideas and derive formulas.

By recalling and analyzing the derivation process of parallelogram, triangle and trapezoid area calculation formulas, it is found that the similarity of each formula derivation process is to transform the graphics to be learned into the graphics that have been learned, and then help and guide students to operate, and understand the derivation process of circular area through division, cutting, thinking and discussion. It not only makes full use of teaching materials, but also enables students to learn to explore independently, cultivates students' self-study ability and fully embodies students' autonomy.

First, the teacher divided the circle into four parts and made a puzzle. The purpose is to teach students how to transform a circle into an approximate rectangle, and initially feel that the shape of the circle has changed, but the area has not changed. Then let the students divide the circle into 8, 16, 32 equal parts, so that students can further perceive that the assembled figure is closer to a rectangle. At this point, after students' spatial imagination, they have formed an image in their minds that has changed from a circle to a rectangle. At this time, showing the process of dividing the circle into equal parts and the image of the rectangle will make students intuitively confirm that their thinking results are correct: the more shares of the circle are divided, the closer the figure is to the rectangle, but the area remains the same. Using teaching AIDS to show the transformation process from a circle to an approximate rectangle reveals the scientific beauty of the inherent laws of mathematical knowledge, and fully embodies the characteristics of composition beauty and dynamic beauty. It can stimulate students, enhance their curiosity, improve their desire to explore the mysteries of knowledge, help alleviate their audio-visual fatigue and improve their learning efficiency. The auxiliary teaching of teaching AIDS promotes the formation of students' good thinking quality and achieves the expected teaching purpose.

The third link: using formulas to solve problems.

Complete example 1 and example 2, and ask students to use formulas to calculate correctly, and pay attention to the writing format and operation order. Two examples are designed from simple to profound, from mathematics to life, from concrete to abstract. They make full use of students' existing life experience, guide students to apply mathematics knowledge to reality, and realize the application value of mathematics in real life.

The fourth link: flexible use of new knowledge and solid practice.

Consolidation exercises should follow the principles of "from easy to deep", "from easy to difficult" and "step by step" to help students correctly master formulas and solve practical problems with knowledge on the basis of understanding concepts. The exercise of the first level is to give the radius and diameter to find the area of the circle in the form of a word problem. The second level of exercise is to judge right and wrong through careful analysis. This group of knowledge application exercises reflects a certain density and gradient, focusing on cultivating students' study habits, consolidating what they have learned and improving students' ability to solve the problem of circular area. We must first know the radius of the circle, and then find the area of the circle.

The fifth link is the class summary.

Ask the students to recall how the area formula of a circle is derived. What conditions do you need to know to find the area of a circle? By reviewing and summarizing the whole class, we can deepen our understanding of knowledge, cultivate students' generalization ability and further improve their thinking ability.

The sixth link is practical application and expanding practice.

Show me a CD, which consists of two circles inside and outside. The silver part of the CD is a ring. Students are required to calculate the area of this circle by their own way of thinking, and apply what they have learned to real life, so as to cultivate students' awareness of applying mathematics and their ability to solve problems comprehensively.

Prediction of teaching effect of verbs (abbreviation of verb)

The teaching design of circle area section is based on the concept of "promoting students' active development", focusing on developing students' generalization and abstraction ability and cultivating students' good mathematical thinking, focusing on independent thinking and cooperative communication, and focusing on guiding students to derive and apply the circle area formula in independent inquiry. Efforts to promote the harmonious development of students' knowledge and skills, processes and methods, emotions and attitudes are expected to achieve good teaching results. Please criticize and correct the mistakes in class.

The scope of primary school mathematics circle: the teaching objectives of the third volume of teaching plan;

1, through students' operation, guide students to deduce the calculation formula of circular area, and use the formula to solve some simple practical problems.

2. In the process of deducing the formula of circular area, let students observe the transformation between "curve" and "straight line" and penetrate the idea of limit to students.

3. Cultivate students' cooperative spirit and innovative consciousness through group meetings.

Teaching emphasis: Deriving the formula of circle area and its application.

Teaching difficulty: the connection between circle and deformed figure.

Teaching AIDS and learning tools: scissors, pictures, and CDs are divided into 4 equal parts ... 64 jigsaw puzzles and wall charts.

Teaching process:

1. What plane graphics areas have we learned before?

2. How to calculate the area of a rectangle?

3. Recall how the area formula of the planar quadrilateral was derived. (The small blackboard shows the exported graphs and formulas)

4. Summary: We always deduce the area formula by cutting and spelling, so as to "convert" new graphics into already learned graphics. (blackboard writing: transformation)

5. Is the converted graphic equal to the original graphic area? (blackboard writing: equal product)

6. (Show the picture): What is this picture? What's the difference between the circle and the plane figure we have learned before? (Writing on the blackboard: Qu)

7. Can those circles be transformed into the plane figures I learned before? How to deduce its area calculation formula? This is what we will learn in this class.

The area of primary school mathematics circle is described in Lecture 4:

The content of my lesson preparation is the area of the circle in the fourth unit of the third section of the first volume of the sixth grade of primary school mathematics. This part is based on the preliminary understanding of the circle, learning the circumference of the circle, and learning several common straight lines. It is a qualitative leap for students to learn from the field of linear graphics to the field of curve graphics, both in content itself and research methods. It is very necessary for students to master the calculation method of circular area, which can not only solve simple practical problems, but also lay a foundation for learning the knowledge of cylinders and cones in the future.

State the goal:

According to the writing intention of the textbook and the requirements of the curriculum standards, I have determined the teaching objectives of this section as follows:

1, knowledge and skills: understand the meaning of circular area, understand and master the calculation formula of circular area, and correctly calculate the area of the circle.

2. Process and method: Through hands-on operation, independent exploration and cooperative communication, students can experience the derivation of the formula for calculating the area of a circle and the transformation method of "turning a circle into a square".

3. Emotional attitude and values: through changing ideas, cultivate students' awareness and ability to solve problems.

Teaching emphasis: understand and master the formula for calculating the area of a circle.

Teaching difficulty: understanding the derivation process of the formula of circular area.

Talking about teaching strategies:

In order to highlight the key points and break through the difficulties, I will take three teaching strategies, focusing on activity inquiry and guiding on-demand as a supplement.

1. Presentation of knowledge in life: Combining with the actual situation of circular lawn, the problems to be discussed in this section are brought out, which will narrow the distance between mathematical knowledge and real life.

2. The learning process is active: guide students to use the transformation idea of "turning curves into straight lines and circles into squares" in the operation activities of cutting and spelling, and transform circles into learned plane figures, and then deduce the formula for calculating the area of circles through observation, comparison and analysis.

3. Students' autonomy in learning: Only when students fully participate in independent inquiry can they understand the transformation process and derivation process of the formula of circular area, thus breaking through the difficulties.

First of all, talk about textbooks.

1, teaching material analysis

This lesson is the third lesson in Unit 4 of this book. This lesson is conducted on the basis that students fully understand the characteristics of each part of a circle and master the calculation of the circumference of a circle. Through the study of circular area, students can master the basic methods of learning curve graphics and lay the foundation for studying the surface area and volume of cylinders and cones in the future.

2. Student analysis

Students have certain learning ability and the ability to further solve practical problems. Students have mastered the method of deducing geometric figure area formula by transformation. Through the study of this course, they will continue to cultivate their hands-on operation ability, analytical ability, inquiry ability and transfer analogy ability. Students in this class should be able to master the content of this class smoothly through cooperative inquiry.

3. Teaching objectives

Knowledge goal: to understand and master the calculation formula of circular area and apply the formula to solve practical problems.

Ability goal: further cultivate students' ability of cooperative inquiry, analysis and generalization, and transfer analogy.

Emotional goal: through demonstration and operation, let students further experience the concept that mathematics comes from life and serves life; Stimulate students' interest in learning mathematics, let all students actively participate in exploration, and experience the fun of success in participation.

4. Key points and difficulties:

Because it is difficult for students to understand the transformation process and the concept of "limit" after dividing the circle into equal parts for the first time, I established

Teaching emphasis: the derivation process of circular area

Difficulties in teaching: Students turn the circle into a learned circle in cooperative inquiry.

Second, oral teaching methods

In this lesson, I take "guess-estimate-cooperative inquiry-verification" as the main line to guide students to actively participate and learn in the process of group cooperation and hands-on inquiry, so that students can experience the pleasure of success in pleasure.

Third, theoretical study.

In order to break through the teaching difficulties, I guide students to experience the process of observation, operation, reasoning and imagination in cooperative inquiry, and further observe and experience in the demonstration with the help of teaching AIDS and wall charts, so that students at different levels have developed accordingly.

Fourth, talk about the teaching process

1. Create situations and introduce new lessons.

At the beginning of the new class, show a wall chart to help the uncles and aunts in the park calculate the area of this circular lawn. Inspire students to guess this problem, and then discuss whether the students' methods are feasible, thus leading to the topic. Here, the monotonous review of the original design has been changed, and new knowledge has been integrated into solving practical problems in life. The purpose of doing this is to make students interested in exploration in their desire for new knowledge.

2. Cooperative learning and exploring new knowledge.

In order to help students carry out inquiry activities, in the first step, I sent a grid map to each group, so that students could draw a circle on the map at will and estimate the area of the circle. After the students report, encourage them to evaluate which estimation method is the best. The purpose of this link is to let students naturally form a "transformation idea" in the process of estimation.

The second step is to guide students to cooperate in groups, and deduce the formula for calculating the area of a circle through cutting and splicing graphics. In this session, I asked the children to do an experiment with the cardboard on the table, draw a circle on the cardboard, divide the circle into several (even) equal parts, cut it open, and spell it out with these small pieces of paper similar to isosceles triangles, so that they can work together at the same table and see what they can find. Report back to the teacher. This design gives students the opportunity to innovate independently, and students really become the main body of inquiry activities.

Step 3: In order to make students understand the concept of "limit" more intuitively and vividly, I will give a demonstration of teaching AIDS in time to guide students to observe: divide the circle into two, four, eight and sixteen pieces on average, then put them together, and then observe the relationship between the flashing curve in each mosaic and the circumference of the circle. Students will understand that the more copies are divided, the closer the figure is to a rectangle, and the more copies are enough, the closer the curve is to a straight line. In this way, the abstract and difficult concept of "limit" is solved in the intuitive and vivid demonstration of teaching AIDS.

Then, I demonstrated the relationship between the length and width of the assembled rectangle and the parts of the circle with teaching AIDS. Through the calculation of rectangular area, students can quickly deduce the calculation formula of circular area, thus successfully completing the transfer of knowledge. (Show fill-in-the-blank exercises)

In this link, the combination of students' hands-on operation and intuitive and vivid demonstration of teaching AIDS provides a strong guarantee for highlighting key points and breaking through difficulties.

3. Consolidate the exercises and expand the extension.

In order to further consolidate the students' understanding of what they have learned and the application of the formula of circle area, the design of exercises should be from simple to deep, paying attention to the effectiveness and interest of exercises. (Show the teaching wall chart) First, ask students to calculate the actual area cut by the circular learning tool before class and compare it with the estimated results. Then design basic exercises and basic application problems. Finally, an interesting question was designed: "In the morning, my mother asked Cong Cong to tie the cow to the grass when she went to school, and bring it back after school in the afternoon. The rope tied to the cow is 4 meters long. How big is the area where cattle graze? " If cows eat about 8 square meters of grass every hour, will Congcong starve to death when he comes back in the afternoon? If the cow is hungry, do you have any good solutions? "As soon as the story came out, students took the initiative to think and find ways, which greatly mobilized students' enthusiasm for learning and expanded their knowledge.

4. Consolidate self-study and improve ability.

After the exercise, ask the students to look at the contents on pages 68-69 of the textbook and discuss with their deskmates what they don't understand.

5. Summarize the progress and the whole class.

What have you learned through today's study?

(2) This class is really not simple. We transformed the circle into the learned figure, and found and deduced the calculation method of the area of the circle. The teacher believes that students will be able to solve more math problems through their own efforts and cooperation.

Summary not only pays attention to the summary of knowledge and skills, but also pays attention to the summary of emotional attitudes and values such as learning methods, concept change, independent thinking and group cooperation.

The whole teaching content is designed with the idea of letting children operate by themselves, think by themselves, cooperate with each other, find problems, analyze problems and solve problems, which is easy for children to accept and has a good learning atmosphere. Coupled with the cooperation of teaching AIDS made by teachers and wall charts, I believe it will receive better results.

The area of the circle in primary school mathematics lesson draft 5 "The area of the circle" is the textbook for the sixth grade of nine-year compulsory education. The circle is the last plane figure in primary school. Students' understanding of learning straight lines and curves, both the learning content itself and the method of studying problems, has changed, which is a leap in learning.

Through the study of circle, students can understand the basic methods of learning curve graphics, and at the same time penetrate the relationship between curve graphics and straight graphics. This not only expands students' knowledge, but also enters a new field in the concept of space. Therefore, through the study of circle-related knowledge, students can not only deepen their understanding of the surrounding things and stimulate their interest in learning mathematics, but also lay the foundation for learning cylinders and cones and drawing simple statistical charts in the future.

Teaching objectives

1. Make students clear the concept of circular area and understand and master the derivation and application of the formula of circular area.

2. Through the students' operation, we found a formula to calculate the area of the circle.

3. Combining knowledge teaching, infiltrating the mathematical thought of limit.

Emphasis and difficulty in teaching

Teaching emphasis: the establishment of the concept of circular area, the derivation and application of the formula.

Teaching difficulties: the infiltration of two mathematical ideas: transformation and limit.

Teaching design

Considering that this course is an important part of knowledge before and after geometry, the teaching content is abstract, and the age characteristics of students lead to poor abstract logical thinking, which is mainly based on visual thinking, multimedia is used as an auxiliary teaching method to change abstraction into intuition, provide students with rich perceptual materials, promote students' perception of knowledge, help students understand and stimulate students' interest in learning.

This lesson uses multimedia, and the design mainly wants to break through the following problems:

First, the concept is clear:

The area of a circle is taught according to its circumference. Perimeter and area are two basic concepts of a circle, and students must clearly distinguish them. First, demonstrate drawing a circle with courseware, so that students can intuitively perceive that the trajectory left by drawing a circle is a closed curve. Secondly, demonstrate the fill color and separate it. Ask the students to name them. The length of the red closed curve is the circumference of the circle, and the blue one is the circle surrounded by the curve. Its size is called the area of a circle. Through comparison and identification, combined with students' personal experience, let students touch the area and perimeter of round paper in their hands, and further understand the connotation of the concept, so as to successfully uncover the topic "area of circle"

2. Promote the new with the old

After defining the concept and knowing the area of a circle, we naturally think of how to calculate the area of a graph. What is the formula? How to find the area formula of a circle and derive it? This is a series of practical problems faced by students. At this time, students may be at a loss, or they may make amazing discoveries. In any case, students should be encouraged to guess, imagine and tell their preset plans. How are you going to calculate the area of the circle? Randomly handle students' feedback in class. It is estimated that most students will not get to the point. Even if they know, they can let everyone experience the discovery of the formula. At this time, because the students are young, they can't establish contact with the previous plane graphics, and they need the guidance of teachers. What plane graphics have they studied before? Let students recall quickly, mobilize the original knowledge reserve and prepare for the "re-creation" of new knowledge.

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