1. High School Mathematics Excellent Teaching Plan
I. Teaching objectives 1. Grasp the diamond judgment.
2. By using diamond knowledge to solve specific problems, improve analytical ability and observation ability.
3. Cultivate students' interest in learning through the demonstration of teaching AIDS.
4. According to the subordinate relationship of parallelogram, rectangle and diamond, the idea of set is infiltrated into students through drawing.
Second, the design of teaching methods
The method of combining observation, analysis and discussion
Three. Key points, difficulties, doubts and solutions
1. Teaching emphasis: diamond judgment method.
2. Teaching difficulty: the comprehensive application of diamond judgment method.
Fourth, the class schedule
1 class hour
Verb (abbreviation for verb) Prepare teaching AIDS and learning tools.
Teaching AIDS (making a parallelogram with movable short sides), projectors and films, and common drawing tools.
Sixth, the design of teacher-student interaction activities.
Teachers demonstrate teaching AIDS, create situations, introduce new lessons, and students observe and discuss; Students analyze and demonstrate methods, and teachers give timely guidance.
Seven, teaching steps
Review questions
1. Describe the definition and characteristics of diamonds.
2. The ratio of two adjacent angles of a diamond is 1:2, and the longer diagonal is 0, so the distance from the intersection point of the diagonal to one side is _ _ _ _ _.
Introduce a new course
Teacher: What is the most basic way to judge whether a quadrilateral is a diamond?
A: Definition.
In addition, there are two other ways to judge. Let's learn these two methods.
Explain a new lesson
Diamond Decision Theorem 1: A quadrilateral with four equilateral sides is a diamond.
Diamond Decision Theorem 2: A parallelogram with diagonal lines perpendicular to each other is a diamond. Figure 1
Analysis and judgment 1: First prove that it is a parallelogram, and then prove that a group of adjacent sides are equal, which is a diamond in definition.
Analysis and decision 2:
Teacher: How many conditions does this theorem have?
A: Two.
The teacher asked: which two?
Answer: (1) is a parallelogram. (2) The two diagonals are perpendicular to each other.
The teacher asked: What conditions are needed to prove that a parallelogram is a diamond?
Answer: Prove again that two adjacent edges are equal.
(Students verbally confirm)
Let students pay attention to the application of vertical line in line segment in proof.
Teacher: Are quadrilaterals with diagonal lines perpendicular to each other rhombic? Why?
You can draw a picture, which is diagonal, but not diamond.
The commonly used judgment methods of diamond are summarized as follows: (After the students discuss and summarize, the teacher writes on the blackboard):
Note: The problems in (2) and (4) are also based on quadrangles. Like rectangles, their problems include the judgment conditions of parallelograms.
Example 4: It is known that the sides of the middle vertical line and diagonal currency intersect with each other, as shown in the figure.
Proof: The quadrilateral is a diamond (according to the textbook).
Summary and expansion
1. Summary:
(1) Summarize four common methods to judge diamonds.
(2) Explain the difference and connection between rectangle and diamond.
2. Thinking problem: known: as shown in Figure 4△,,,,,,,.
Prove that the quadrilateral is a diamond.
Eight, homework
9. 10, 1 1, 13 in the textbook P 159.
2. Excellent teaching plan for senior two mathematics.
Teaching objectives
1. Master the product of plane vectors and its geometric significance;
2. Master the important properties and operation rules of plane vector product;
3. Understand that the problems of length, angle and verticality can be solved by the product of plane vectors;
4. Master the conditions of vertical vector.
Emphasis and difficulty in teaching
Teaching emphasis: the definition of quantity product of plane vector
Teaching difficulties: the definition of plane vector product, the understanding of operation law and the application of plane vector product.
teaching tool
projector
teaching process
First, review the introduction:
1. vector * * line Theorem vector and non-zero vector * * line are necessary and sufficient if there is only one non-zero real number λ, so that = λ.
Fifth, class summary.
(1) Let the students review what they have learned in this lesson. What are the main mathematical thinking methods involved?
(2) In the learning process of this class, there are still some places you don't quite understand, please ask the teacher.
How did you do in this class? What was your experience?
Sixth, homework after class
P 107 Exercise 2.4A Group 2 and Group 7 Questions
Summary after class
(1) Let the students review what they have learned in this lesson. What are the main mathematical thinking methods involved?
(2) In the learning process of this class, there are still some places you don't quite understand, please ask the teacher.
How did you do in this class? What was your experience?
homework
homework
P 107 Exercise 2.4A Group 2 and Group 7 Questions
3. Excellent teaching plan for senior two mathematics.
I. Textbook: 1, Status, Function and Characteristics:
"xxx" is the content of "xxX" in Chapter XX of Volume XX (X revised edition) of senior high school mathematics textbook.
This section is arranged after learning. Through the study of this lesson, we can not only further consolidate and deepen our knowledge, but also lay a foundation for later study, so it is an important content of this chapter. In addition, the knowledge of xx is closely related to our daily life, production and scientific research, so learning this part has a wide range of practical significance. One of the characteristics of this section is xx; The second feature is xxx.
Teaching objectives:
According to the requirements of the syllabus and students' existing knowledge base and cognitive ability, the following teaching objectives are determined:
(1) knowledge objectives: a, b, c
(2) ability objectives: a, b, c.
(3) moral education goals: a and B.
Teaching emphases and difficulties:
(1) teaching focus:
(2) Teaching difficulties:
Second, teaching methods:
Based on the above teaching material analysis, according to my theoretical understanding of the "heuristic" teaching mode of inquiry learning and the new curriculum reform, combined with the actual situation of our students, I mainly highlight several aspects: First, create problem situations to fully mobilize students' curiosity, thus stimulating students' inquiry psychology. The second is to adopt heuristic teaching methods, that is, to integrate various teaching and learning methods and apply them to the teaching process in order to achieve results. In addition, we also pay attention to the channels of obtaining and exchanging information, teaching methods and the integration inside and outside the classroom. And in the whole teaching design, we should pay attention to students' psychological characteristics and cognitive rules as much as possible, arouse students' thinking, make teaching XX truly become students' learning process, and replace simple memory teaching with thinking teaching. Third, pay attention to the infiltration of mathematical thinking methods (general scientific methods such as association, analogy and combination of numbers and shapes). Let students know the common mathematical thinking methods in the process of exploring and learning knowledge, and cultivate students' exploration ability and creative quality. Fourth, pay attention to leave enough time for students to open their minds when exploring problems. Of course, this should be able to do what Mr. Ye said when dealing with the teaching content, "Teaching is for not teaching." Therefore, it is planned to design the following teaching procedures for this course:
Introduce new courses and develop teaching feedback.
Third, the methods of speaking and learning:
The process of students' learning is actually a process in which students actively acquire, organize, store, apply knowledge and acquire learning ability. Therefore, I think that in teaching, when guiding students to learn, we should try our best to avoid simply instilling a certain learning method into students. In the teaching process, effective learning method guidance acceptable to students should be infiltrated, and the pertinence and effectiveness of learning method guidance should be enhanced by optimizing the teaching process. In the teaching of this class, the following aspects of learning guidance are mainly infiltrated.
1. Cultivate students to acquire relevant knowledge through self-study, observation and experiment, and improve their ability of analysis, induction and reasoning in the process of exploration and research.
In this section, the teacher analyzes and concludes by listing specific cases, and infers according to these knowledge combined with specific cases, which is the whole process of analysis and reasoning.
2. Let students experience the process of scientific exploration. It is mainly to create a situation of applying scientific methods to explore and solve problems, so that students can experience scientific methods in exploration. For example, in teaching, we can create a situation to explore the law through demonstration, guide students to reveal the inherent law based on reliable facts through abstract thinking, and let students understand the characteristics of combining reliable facts with profound theoretical thinking.
3. Let students explore their own methods, observe and analyze phenomena in exploratory experiments, so as to find "new" problems or explore "new" laws. So as to cultivate students' divergent thinking and convergent thinking ability and stimulate students' creative motivation. In practice, we should try our best to let students use their brains, do more work, observe more, communicate more and analyze more; Teachers should give students more guidance, inspiration and encouragement, constantly look for the bright spots in students' thinking and operation, and sum up and popularize them in time.
4. When guiding students to solve problems, through comparison, guessing, trying, questioning and discovering, guide students to choose appropriate concepts, laws and problem-solving methods, so as to overcome the negative influence of mindset and promote the positive transfer of knowledge. For example, teachers guide students to compare essential differences, so as to get rid of the negative influence of knowledge transfer. In this way, it is not only conducive to students to develop a good habit of carefully analyzing the process and being good at comparison, but also conducive to cultivating students' ability to explore the inherent nature of knowledge through phenomena.
Fourth, the teaching process:
(a), the subject introduction:
Teachers create problem scenarios (creating scenarios: a. Teachers demonstrate experiments. B, using multimedia to simulate some interesting cases related to life practice. C, tell the relevant situation of mathematical science. ) Stimulate students to explore XX, and guide students to ask questions to be studied in the next step.
(2), the new teaching:
1, in view of the above problems, design students' hands-on practice, let students explore relevant knowledge through hands-on, guide students to exchange and discuss new knowledge, and further ask the following questions.
2. Organize students to design experimental methods for new problems-at this time, there is a comparative and mathematical design experiment in the design to guide students' experiments, display students' experimental data with multimedia, simulate and strengthen experimental situations, analyze and compare students, and summarize the structure of knowledge.
(3) Implementing feedback:
1, classroom feedback, transfer knowledge (transfer to life-related examples). Let students analyze related problems, realize the sublimation of knowledge and realize students' re-innovation.
2. After-school feedback and continuous innovation. Through after-class exercises, students' correcting homework and after-class research experiments, the integration inside and outside class and the continuation of innovative spirit can be realized.
Five, the blackboard design:
In teaching, I divide the blackboard into three parts, with the main points of knowledge written on the left, the deductive process of knowledge written in the middle and the application of examples written on the right.
Abstract of lecture on intransitive verbs:
The above is my understanding of the teaching material xxx and my design of the teaching process. In the whole class, I guide students to review what they have learned before and apply it to their own understanding, so that students' cognitive activities are gradually deepened, not only mastering knowledge, but also learning methods.
In a word, I have been working hard to implement the guiding ideology of taking teachers as the main body, students as the center, problems as the basis, and abilities and methods as the guidance, and to cultivate students' self-study ability, observation and practice ability, thinking ability, and ability and creativity in applying knowledge to solve practical problems in a planned way. And from a variety of realities, make full use of various teaching methods to stimulate students' interest in learning, reflecting the cultivation of students' innovative consciousness.
4. Excellent teaching plan for senior two mathematics.
I. Analysis of Teaching Content The definition of conic curve reflects the essential attribute of conic curve. The definition of XX problem is highly abstract and properly applied after countless times of practice, and many times it can be controlled by simple complexity. Therefore, after learning the definitions of ellipse, hyperbola and parabola, as well as the standard equation and geometric properties, I emphasize the definition again and learn to skillfully use the definition of conic curve to solve problems. "
Second, the analysis of students' learning situation
Students in our class are very active and active in classroom teaching activities, but their computing ability is poor, their reasoning ability is weak, and their mathematical language expression ability is also slightly insufficient.
Third, the design ideas
Because this part of knowledge is abstract, if we leave perceptual knowledge, it is easy for students to get into trouble and reduce their enthusiasm for learning. In teaching, with the help of multimedia animation, students are guided to find and solve problems actively, actively participate in teaching, find and acquire new knowledge in a relaxed and pleasant environment, and improve teaching efficiency.
Fourth, teaching objectives.
1, deeply understand and master the definition of conic curve, and can flexibly apply XX to solve problems; Master the concepts and solutions of focus coordinates, vertex coordinates, focal length, eccentricity, directrix equation, asymptote and focal radius. Can combine the basic knowledge of plane geometry to solve conic equation.
2. Through practice, strengthen the understanding of the definition of conic curve and improve the ability of analyzing and solving problems; Through the continuous extension of questions and careful questioning, guide students to learn the general methods of solving problems.
3, with the help of multimedia-assisted teaching, stimulate the interest in learning mathematics,
Five, the teaching focus and difficulty:
Teaching focus
1, Understanding of the Definition of Conic Curve
2. Using the definition of conic curve to find the "maximum"
3, "definition method" to find the trajectory equation
Teaching difficulties:
Defining XX skillfully with conic curve
5. Excellent teaching plan for senior two mathematics.
I. teaching material analysis
The position and function of teaching materials
Expectation is one of the important concepts in probability theory and mathematical statistics, and it is a characteristic number reflecting the distribution of random variables. Learning expectation paves the way for learning probability statistics in the future. At the same time, it is widely used in the fields of market forecasting, economic statistics, risk and decision-making, which has a far-reaching impact on the future research of mathematics and related disciplines.
Teaching emphases and difficulties
Emphasis: the concept of expectation of discrete random variables and its practical significance.
Difficulty: the practical application of discrete random variable expectation.
[Theoretical Basis] This course is a new teaching of concepts. The concepts themselves are abstract and difficult for students to understand. Therefore, the teaching of expectation concept of discrete random variables is the focus of this course. In addition, it is difficult for students to apply concepts to solve practical problems for the first time, so it is regarded as the teaching difficulty of this course.
Second, the teaching objectives
[Knowledge and Skills Objectives]
Through examples, let students understand the expectation concept of discrete random variables and its practical significance.
It can calculate the expectation of simple discrete random variables and solve some practical problems.
[Process and Method Objectives]
Through the process of concept construction, students can further understand the ideas from special to general, and cultivate reasonable reasoning ability such as induction and generalization.
Through practical application, students' ability to abstract practical problems into mathematical problems and their awareness of mathematical application are cultivated.
[Emotional and Attitude Goals]
By creating situations, we can stimulate students' feelings of learning mathematics and cultivate their rigorous attitude towards learning. Cultivate students' spirit of active exploration in the process of analyzing and solving problems, so as to realize their own value.
Third, the choice of teaching methods.
Guided discovery method
Fourth, study the guidance of law.
"It is better to teach people to fish than to teach them to fish", and pay attention to giving full play to students' subjectivity, so that students can learn how to find, analyze and solve problems in their studies.