Introduction: Parity is one of the basic properties of functions. The following are the materials of my high school math parity lecture notes. Welcome to read the reference.
Lecture notes on parity in senior high school mathematics 1 1. Description of teaching contents and rural resources.
The parity of numbers is the last lesson in the first unit of the textbook of Beijing Normal University. It is based on the expansion of students' knowledge of odd and even numbers. It is an attempt to let students learn to solve life problems with mathematical strategies. Therefore, the purpose of using teaching resources in this course is mainly to help students learn problem-solving strategies and experience the mathematical research method of guessing results-verifying with examples-and drawing conclusions. I mainly use rural resources to create situations before class; Mathematical research methods to help students experience the results of guessing-verifying with examples-and drawing conclusions in teaching; And games in which students use mathematical models to solve problems.
Second, talk about teaching objectives.
From the perspective of knowledge and skills, I set the first goal: to try to find the law by using the methods of "list" and "drawing schematic diagram", and to explain some simple problems in life by using the parity analysis of numbers. From the point of view of process and method, the second goal is to let students go through the inquiry process of guessing the result-verifying it with examples-drawing conclusions, find the law of parity change of addition in activities, and master the parity characteristics of numbers. From the perspective of emotion, attitude and values, the third goal is to let students experience research methods, feel different strategies to solve problems and improve their reasoning ability.
Third, the design concept and the auxiliary utilization of rural resources.
I designed this lesson from four aspects.
First of all, I introduced this story and created a scene. A boatman who made a living by ferrying wanted to ask students to help him solve a problem. When students encounter such a problem that they have never seen before, they will have cognitive conflicts, thus stimulating students' interest in learning and mobilizing their enthusiasm for learning. In the context creation, the auxiliary use of multimedia resources effectively mobilized students' curiosity and firmly attracted students to explore unknown content.
Secondly, I organize students to work together in groups, feel the parity of numbers, understand different problem-solving strategies, and experience the mathematical research method of guessing results-verifying with examples-and drawing conclusions.
This part is the focus and difficulty of this course. I arranged three activities to help students study.
Activity 1: I organized students to discuss whether the boatman rowed the boat 1 1 on the south bank or the north bank to find a solution. Guide students to try to solve problems in different ways. When the whole class reports and exchanges, use the media to show "lists" and "draw schematic diagrams" to let students know different strategies to solve problems.
Activity 2: Ask the students to turn over the prepared paper cups and find out the parity law of numbers by hands-on operation. At the same time, ask the students what questions they can ask if they change the "cup" into "coin", try to answer these questions, and then verify them with coin operation. The purpose of arranging this activity is to cultivate students' mathematical research habit of asking hypothetical questions-guessing results-and then developing their active inquiry ability through practice.
Activity 3: It is a mathematical research method, which allows students to explore the parity of addition mean in cooperation, so that students can experience the results of guessing-giving examples to verify-and draw conclusions. This activity is mainly to strengthen communication between students and form an independent, cooperative and exploratory mathematics learning classroom. The use of this software can effectively help students to build mathematical models.
Third, use mathematical models to solve practical problems.
I have arranged three contents for this part. The first content is to show several formulas, so that students can judge whether the result is odd or even. After students have experienced the mathematical model of number parity, there is no obstacle to complete this content independently. The second content is that there are three cups on the table, and the mouths of all the cups are facing up. If you flip two cups at a time, can you flip them several times so that all the cups face down? This content is an extension of the previous question, aiming to let students further understand parity and cultivate their practical ability. The third content, I arranged a game, which is also a practical problem. This game is to get a point by throwing a dice at a time. From point A, walk twice in a row, and the prize in that box is yours. Through this game, students can understand that no matter how many times they throw it and walk twice, it is even, and the prizes are in odd areas, so they can't get the prizes anyway. Let the students use the mathematical knowledge they have learned to solve the mystery and gain emotional experience.
Fourth, summarize and reflect, exchange experiences, and further expand the knowledge horizon, so that students can connect what they have learned with real life and cultivate their initial mathematical application ability.
The above four steps make students go through three stages and levels, from situation creation to mathematical model construction, and then to solving problems by using models. Students learn to solve problems with their own strategies. The auxiliary use of media resources makes students' experience more profound and the teaching effect more remarkable, which fully realizes the teaching objectives established before class.
Lecture Notes on Parity of Mathematics in Senior High School 2 I. Content and Content Analysis
"Parity of function" is the content of the third section of the first chapter of the compulsory mathematics textbook of People's Education Press. The main content of this section is to learn a property of function-parity of function, and to learn the concepts of odd function and even function. Parity is an important property of functions. The textbook systematically introduces the parity of functions from two special functions familiar to students, from special to general, from concrete to abstract, and from perceptual to rational. It is not only the expansion and deepening of the concept of function, but also the basis for further study of exponential function, logarithmic function, power function and trigonometric function. Therefore, this lesson plays an important role in connecting the preceding with the following. The teaching focus of this lesson: the concept and judgment of functional parity.
Two. Target and target analysis
(1) Knowledge goal: to guide students from the aspects of form and number, so that students can understand the concept of parity and learn to judge by definition.
Parity check of simple functions.
(2) Ability goal: to cultivate students' judgment and reasoning ability by setting problem situations, and at the same time, to infiltrate the combination of numbers and shapes and particularity.
To the general mathematical thinking method.
(3) Emotional goal: to stimulate students' interest in learning and cultivate their spirit of seeking knowledge while feeling the beauty of mathematics.
Three. Diagnosis and analysis of teaching problems
The introduction is a bit slow and the lecture is a bit detailed, which leads to the failure to complete the teaching task in time. I still feel that I have talked too much and can't fully mobilize the enthusiasm of students.
Four. Analysis of teaching support conditions
With the help of multimedia and ppt, the process of exploring the concept of parity function is more vivid and intuitive, which makes students understand it more deeply.
Teaching process design of verb (abbreviation of verb)
In order to achieve the expected teaching goal, I systematically planned the whole teaching process and designed four main teaching procedures:
1. Import questions and look at the pictures to stimulate interest:
Show pictures of butterflies and snowflakes with slides, so that students can feel the beauty in life, thus introducing symmetry into the function.
2. Guide observation and form concepts:
Make an image of function y=x and observe the symmetry of these two function images.
With the help of courseware demonstration, let students calculate F (1), F (- 1), F (2) and F (-2) respectively, and students will soon get F (- 1) = F (1) and F (-2). According to the above characteristics, please describe the definition in complete language and give a blackboard writing:
The domain of function f(x) is a, which is symmetric about the origin. If f(-x)=f(x), then f(x) is called an even function. Exploration of analogy II.
Even function process, the concept of odd function is obtained, and the symmetry of the definition domain about the origin is the premise of studying parity through concrete examples.
3. Students explore and develop their thinking.
Then, through the example 1 in the study plan, the methods and steps to judge the parity of functions are summarized:
(1) Find the domain of the function and judge whether it is symmetrical about the origin.
(2) verify that f(-x)=f(x) or f(-x)=-f(x)
(3) draw a conclusion
After summing up the steps to judge parity, students put forward a new question: how to classify functions according to parity? Is there only one parity function? For example.
4. Task:
Target detection design of intransitive verbs
The problems in the learning plan mainly include the judgment and application of parity function.
Seven. Teaching reflection: (from two aspects)
1. Thinking about success
First, present the background by designing challenging questions, and obtain related concepts through inquiry and autonomous learning, so as to realize the connection between "teaching logic" and "learning logic" and "knowledge logic" and "cognitive logic"; Second, in the situation created by the teacher, every student actively participates in the inquiry process. Students explore in doubt and think in exploration, and find that most students are enthusiastic in thinking. By observing how others observe,
I also learned knowledge by listening to how others introduced me.
2. Lack of thinking
Students' exercises: In the teaching process, we should pay more attention to students' activities, from a single question-and-answer style to a variety of investigations, so as to adopt them.
Students can better check their mastery by performing on the blackboard or projecting their exercises on the screen, so that the whole class can correct them.
Language organization:
In the process of teaching, we should also pay attention to teaching skills such as language speed and language organization, teach in a gentle tone, and describe the language concisely and easily.
Teaching link (complete):
Attention should be paid to the design of teaching links in the teaching process. Our teaching process includes several important links, such as review and introduction, teaching new lessons, explaining examples, students' exercises, summing up class hours, and assigning homework. Due to the limitation of time, the teaching design is not perfect. We should pay attention to these links in the future teaching process.
The above is my reflection on the teaching after this class, and there are still many imperfections. I will try to improve these mistakes in the future teaching, so as to better adapt to teaching and make my teaching by going up one flight of stairs.
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