Reflections on the teaching of mathematical broken-line statistical charts in the fourth grade of primary school; Single-line statistical charts are taught on the basis that students have preliminarily learned bar statistical charts and mastered statistical knowledge, but there are obvious differences between them and they also have different uses in life, although people can clearly see the information they need from the two statistical charts. But the bar chart focuses on the quantity and comparison of several specific quantities, while the line chart can intuitively see the development and change of something in a period of time and show the development trend of things. I pay attention to the following aspects when teaching this class:
First of all, draw a broken line statistical chart from life.
Mathematics depends on life, abstracting and subliming from life, so that students can learn the mathematics of the masses and the mathematics of life. This is the concept of mathematics under the new curriculum concept. Designing teaching process according to students' actual situation is the mathematics view under the new curriculum concept. It is my first thought to design the teaching process according to the actual situation of students. I think students will be more willing to accept familiar examples. So I dealt with the examples in the textbook, chose the shuttlecock kicking competition in the school sports meeting, and the training results of Cong Cong and Ming Ming. On the other hand, the statistics of two students are conducive to the comparison and prediction in the new lesson, and an example runs through the whole teaching process. After showing the bar charts of two students, show a line chart of one student's skipping performance and let the students guess. This link can not only effectively stimulate students' interest in learning mathematics, promote students' initiative in learning, but also make students unconsciously understand the line chart in the process of explaining how to guess. It also emphasizes reading statistical objects and items, reading points, reading lines and the overall reading trend, and gradually improves students' ability to read pictures. Reading points are carried out from two levels: intuitive reading and coordinate reading; Reading the line should not only read the increase or decrease of numbers from the line, but also read the increase or decrease speed of numbers from the height and steepness of the line; We should not only pay attention to the local part of the line, but also pay attention to the overall development trend of the line, so as to fully interpret the data reflected by the broken-line statistical chart.
Secondly, the comparison strategy is applied to the characteristics of perceptual polyline statistical graph.
Broken line statistical chart? Can reflect the change of quantity. This feature can also be reflected in the corresponding bar chart, but it is clearer. How to make students effectively perceive this feature? Pay more attention to let students experience the evolution process from bar chart to line chart, and adopt the strategy of strengthening contrast to solve it. By comparing the two charts, students can clearly see the similarities and differences between them, which not only communicates the differences between them in reflecting the quantitative change trend, but also shows the intuition and convenience of the broken-line statistical chart.
Of course, from a mathematical point of view, not all bar charts can be represented by broken lines. Therefore, after the teacher initially established the representation of the broken-line statistical chart through practice, he arranged the discussion and practice of selecting the statistical chart in different situations, so that students can clearly understand the respective functions of the two forms of statistical charts in their thinking and have a clearer understanding of the broken-line statistical chart.
Third, pay attention to the significance and role of statistics in analysis and prediction.
According to the new curriculum standard, statistics teaching should let students experience the statistical process and make simple judgments and predictions based on statistical data. The examples in this lesson can predict the results of two students in the final, and in practice, the number of gold medals in China in the 30th Olympic Games, so that students can not only simply analyze the data, ask questions and solve problems according to the broken-line statistical chart, but also make reasonable guesses according to the changing trend of the data in the broken-line statistical chart. At the same time, students realize the role and significance of statistics in their life, cultivate their ability to describe, analyze data and count all kinds of information in real life, and stimulate their interest in learning mathematics.
In the whole teaching activity, I pay attention to the overall development of students, and I am not eager to evaluate each student's unique thoughts and practices, but leave students with their own thinking space for thinking, judging and comparing. For example, in the case, I provide students with the space for independent study and exploration, fully learn from students, let them operate (draw a dotted statistical diagram), explore and explain, and finally let other students learn knowledge in perception, selection, reflection and correction in various aspects of feedback. This kind of classroom not only enables students to get the development of * * * *, but also develops students' personality and establishes the publicity of students' humanity.
Reflections on the teaching of mathematical broken-line statistical chart in the fourth grade of primary school; Double-line statistical chart is an important content of primary school statistical knowledge. This course is based on the fact that students have learned statistical tables and histograms, and have some experience in the basic statistical process and methods of describing data, thus helping students to establish the concept of broken-line statistical charts, and more importantly, to understand the characteristics and functions of broken-line statistical charts.
In this class, I asked students to try to make a broken line statistical chart after analyzing the data. In the process of making statistical charts, students can discuss and read books. Considering the students' drawing ability and their own differences, the teacher gave appropriate guidance. The results also appear in three different States. Some graphics are on the high side, some are in the middle and some are on the low side. I'm not in a hurry to tell students that correctness and show different works. In order not to dampen students' confidence in learning, I didn't take some difficult students' works, but let them try to join the role of referee. At the same time, let the students discuss in groups: why are some positions high, some positions middle and some positions short? Through discussion and communication, students understand that it is determined by the distance between longitudinal axes. In order to make the statistical chart of broken lines beautiful and reasonable, the distance between longitudinal axes must be determined reasonably. Then design a set of data, let students design the vertical axis spacing according to the characteristics of several sets of data, find out the highest and lowest points, and further establish the basic aesthetic feeling of the layout of broken-line statistical chart. Through practice, discussion and communication, let students know how to reasonably determine the distance between longitudinal axes, so as to make the picture beautiful by using the whole broken line.
There are still some problems in this class. Because of the poor grasp of time, students spend more time in painting. There is no time for the following generalization, and some problems among students have not been solved in time. Some students still have incomplete drawings, some forget to mark the data, and some connect the starting point of the broken line to the 0 scale. Many students can't express the process of drawing with accurate mathematical language. The language expressed is not comprehensive and accurate enough. In fact, the expression of students also shows that students' mastery of this process is not stable.
Reflections on the teaching of mathematical broken line statistical chart in the fourth grade of primary school? Broken line statistical chart? It is the content of the statistical unit in the second volume of the fourth grade of the new textbook. This course is based on the fact that students have learned statistical tables and histograms and the basic statistical process and methods of describing data, and further learn statistical knowledge, so that students can initially understand the characteristics of broken-line statistical charts, obtain information from broken-line statistical charts, and obtain preliminary experience of analyzing data and making reasonable guesses. Through the teaching practice of this class, I have the following insights:
1, pay attention to the transmission and comparison of old and new knowledge, so that students' main role can be reflected.
According to the content setting and teaching characteristics of this course, I pay special attention to the students' existing knowledge and experience base in the design, and pay attention to the connection and migration of old and new knowledge. In the reading guidance stage, I created Fangfang's younger brother to be hospitalized, and the nurse aunt took his temperature every six hours. Fangfang and her father recorded their brother's temperature changes in different ways: Fangfang drew a histogram in the fourth grade; Dad drew a broken line statistical chart. As soon as the two statistical charts were given, the students compared their similarities and differences with great interest. The students made a step-by-step and in-depth comparison from the aspects of what the horizontal axis and the vertical axis represent, the names of each part, the methods of representing data and their respective characteristics, fully understood the broken-line statistical chart and its characteristics, and realized that the advantages of the broken-line statistical chart can not only clearly reflect the data volume, but also better see the increase and decrease of data. The students in this class have many activities. Through computer media, you can provide a lot of materials that can actively explore and experience feelings by using existing knowledge and experience, such as body temperature changes, stock and commodity sales. Students can observe with their eyes, think with their brains and communicate with language. In the individual and group study with students as the main body, we have mastered the characteristics and functions of broken-line statistical charts, and cultivated the ability to analyze data and statistical consciousness.
2. Pay attention to the hierarchy of students' thinking and make full use of classroom learning resources to make students understand more deeply.
Students know things from the outside to the inside, and the cultivation of students' thinking should also be from the shallow to the deep. After the students have a preliminary understanding of the structure of the broken-line statistical chart, and after they have a detailed understanding of the function of the broken-line statistical chart, I ask the students to discuss in groups: What other information can you get? Ordinary students can get some direct information, such as the temperature data displayed at any time, the highest and lowest temperatures, and surface information such as when the temperature rises or falls by how many degrees Celsius. However, with the further deepening of communication, the students found the general trend of Fangfang's brother's condition improving, and thus deeply realized the advantages of the broken line statistical chart. Besides, in? What other math questions do you ask? In this part of the teaching, some students put forward? What's the temperature of Fangfang's brother these three days? Such a question, I turn it into a learning resource in time and properly, so that students can evaluate it: is this question good? Why? After discussion, the students came to the conclusion that the question was worthless. So as to get a deeper understanding: it should be valuable to ask mathematical questions.