1. Mathematics Teaching Design Courseware
First, the teaching objectives:
1, know the definition of linear function and proportional function.
2. Understand the characteristics and related properties of linear function images.
3. Understand the difference and connection between linear function and proportional function.
4. Master the simple application of the linear translation rule.
5, can skillfully apply the basic knowledge of this chapter to solve mathematical problems.
Second, the teaching emphasis and difficulty:
Emphasis: Build a relatively systematic function knowledge system.
Difficulties: understanding the translation law of straight lines and the idea of combining numbers with shapes.
Third, the teaching process:
1, the definition of linear function and proportional function;
Linear function: generally speaking, if y=kx+b (where k and b are constants and k≠0), then y is a linear function.
Proportional function: for y=kx+b, when b = 0 and k ≠ 0, there is y=kx. At this time, y is called the proportional function of x, and k is the proportional coefficient.
2, the difference and connection between linear function and proportional function:
(1) From the analytical formula: y=kx+b(k≠0, b is a constant) is a linear function; And y=kx(k≠0, b=0) is a proportional function. Obviously, proportional function is a special case of linear function, and linear function is a generalization of proportional function.
(2) Seen from the image, the image with the proportional function y=kx(k≠0) is a straight line passing through the origin (0,0); The image of linear function y=kx+b(k≠0) is a straight line passing through point (0, b) and parallel to y=kx.
Fourth, teaching reflection:
Teachers prepare lessons carefully, consult materials and collect targeted training questions. As long as students can follow the teacher's ideas in class, the efficiency will be high. Classroom training is carried out in the form of competition, which seems to have some stimulation, but there is no follow-up stimulation activities, and students do not maintain a lasting sense of tension.
2. Mathematics teaching design courseware
First, the teaching objectives
1, knowledge and skills target
Master the multiplication rule of rational numbers, and use the multiplication rule to multiply rational numbers correctly.
2, ability and process objectives
By exploring and summarizing the process of rational number multiplication rules, students' ability of observation, induction, guess and verification is cultivated.
3. Emotional and attitudinal goals
Let students explore the law by themselves and get the joy of success.
Second, the focus and difficulty of teaching
Key points: Use rational number multiplication rule to calculate correctly.
Difficulties: the exploration process and understanding of rational number multiplication law and symbolic law.
Third, the teaching process
1. Create problem situations to stimulate students' thirst for knowledge and introduce new lessons.
2. Teachers and students use words to describe the multiplication rule of rational numbers.
3, the use of law calculation, consolidate the law.
(1) According to the textbook P75, Case 1, the teacher asked the students to explain the reasons for each step.
(2) Guide students to observe and analyze the relationship between the two factors in the example, and draw the conclusion that two rational numbers are reciprocal and their products are.
(3) Students do problems and teachers evaluate them.
(4) Teachers guide students to do examples, let students say the rules of each step, make them more familiar with the rules, and let students summarize the symbolic rules of multi-factor multiplication.
3. Mathematics teaching design courseware
Teaching objectives
1, understand the meaning of the formula, so that students can use the formula to solve simple practical problems.
2. Initially cultivate students' ability of observation, analysis and generalization.
3. Through the teaching of this course, students can initially understand that formulas come from practice and react to practice.
Teaching suggestion
First, the focus and difficulty of teaching
Key points: Understand and apply the formula through concrete examples.
Difficulties: Find the relationship between quantity and abstract it into concrete formulas from practical problems, and pay attention to the inductive thinking method reflected from it.
Second, analysis of key points and difficulties
People abstract many commonly used and basic quantitative relations from some practical problems, which are often written into formulas for application. For example, the area formulas of trapezoid and circle in this lesson. When applying these formulas, we must first understand the meaning of the letters in the formula and the quantitative relationship between these letters, and then we can use the formula to find the required unknowns from the known numbers. The concrete calculation is to find the value of algebraic expression. Some formulas can be deduced by operation; Some formulas can be summed up mathematically from some data (such as data tables) that reflect the quantitative relationship through experiments. Solving some problems with these abstract general formulas will bring us a lot of convenience in understanding and transforming the world.
Third, knowledge structure.
At the beginning of this section, some commonly used formulas are summarized, and then examples are given to illustrate the direct application of formulas, the derivation of formulas before application, and some practical problems are solved through observation and induction. The whole article runs through the dialectical thought from general to special, and then from special to general.
Four. Suggestions on teaching methods
1. For a given formula that can be directly applied, under the premise of giving concrete examples, teachers first create situations to guide students to clearly understand the meaning of each letter and number in the formula and the corresponding relationship between these numbers. On the basis of concrete examples, students can participate in the excavation of the ideas contained in it, make clear that the application of the formula is universal and realize the flexible application of the formula.
2. In the teaching process, students should realize that there is no ready-made formula to solve problems, which requires students to try to explore the relationship between quantity and quantity themselves, and derive new formulas on the basis of existing formulas through analysis and concrete operation.
3. When solving practical problems, students should observe which quantities are constant and which quantities are changing, make clear the corresponding change law between quantities, list formulas according to the laws, and then solve problems further according to the formulas. This cognitive process from special to general and then from general to special is helpful to improve students' ability to analyze and solve problems.
4. Mathematics teaching design courseware
First, the teaching objectives
(A) knowledge teaching points
1, so that students can use formulas to solve simple practical problems.
2. Make students understand the relationship between formulas and algebraic expressions.
(2) Key points of ability training
1, the ability to use mathematical formulas to solve practical problems.
2. The ability to derive new formulas from known formulas.
(C) moral education penetration point
Mathematics comes from production practice, which in turn serves production practice.
(D) the starting point of aesthetic education
Mathematical formulas use concise mathematical forms to clarify the laws of nature, solve practical problems, form colorful mathematical methods, and let students feel the beauty of simplicity of mathematical formulas.
Second, the guidance of learning methods
1, mathematical method: guided discovery method, which breaks through the difficulties on the basis of reviewing the formulas learned in primary school questioning.
2, students learn the law: observe D analysis D derivation D calculation.
Three. Key points, difficulties, doubts and solutions
1. Emphasis: A new graphic calculation formula is derived from the old formula.
2. Difficulties: The emphasis is the same.
3. Doubt: How to decompose the required graphics into sum or familiar graphics.
Fourth, prepare teaching AIDS and learning tools.
Projector, homemade film.
Verb (abbreviation of verb) Design of teacher-student interaction activities
The instructor projects and displays the figure that deduces the trapezoidal area formula, the students think, and the teachers and students * * * solve the problem as an example1; Teachers inspire students to find the area of graphics, and teachers and students summarize the formula for finding the area of graphics.
5. Mathematics teaching design courseware
First, the teaching purpose requirements:
1, let the students know the right angle, judge whether an angle is correct with a triangle and draw a right angle.
2. Cultivate students' observation ability, judgment ability and practical ability through teaching activities such as taking a look, comparing and drawing a picture.
3. Let students know the wide application of right angles in life, and educate students to learn to find mathematics in life.
Second, teaching material analysis:
The textbook shows that these corners are right angles by guiding students to observe the corners on handkerchiefs, exercise books and blackboards. Then use triangles to explain what angles are right angles. Then let the students make a right angle with origami to deepen their understanding of the right angle. Finally, let the students learn to draw corners with triangles.
Third, teaching methods:
Practice, practice, guide.
Fourth, the teaching process
(1) Preview: Read 2 1-22 pages.
(2) Introduction:
1. Projection shows pictures with angles. What are these pictures called? Please point out the vertices and edges of these angles.
2. Tell me which objects around me have horns on their surfaces. Which corners have the same shape as the first picture in the review questions? (Remove the acute angle and obtuse angle in the projection and keep the right angle)
(3) Teaching:
(1) Observe the right angle of the object surface.
Please take out your textbooks and exercise books. How many corners are there on their cover? See if these corners are the same shape. Look at the four corners of the table. Are they the same shape?
Compare a corner on the cover of a textbook with a corner on the desktop. Are they the same size?
What other objects around us have right-angled surfaces?
(2) Please take out your own triangle and find out which angle in the triangle is a right angle.
With the right angle in the triangle, you can test whether an angle is correct.
Do the first question of "doing".
(3) Learn to draw right angles
The teacher explained while demonstrating: draw an edge with a triangle from one point, combine the vertex of the right angle in the triangle with the endpoint of this edge, so that one edge of the triangle is combined with this edge, and then draw another edge of the corner along the other edge of the triangle from the vertex to draw a right angle. Draw right-angle symbols.
The students said while drawing. Deskmates evaluate each other.
Students draw according to the operation, and teachers patrol.
(4) Group competition. Each group takes a square box, counts how many right angles there are on all faces, and chooses the fastest group.
(4) Classroom exercises:
1, do the second exercise, count the right angles in the picture and think about how to count them correctly and quickly.
2. Practice the third question. Add a line segment to the quadrangle on the right and divide it into rectangles and triangles.
(5) class summary:
Say, what graphics have you learned in this class? What skills have you learned?
(6) Blackboard design: right angle
(7) Homework after class:
Draw a rectangle and a square on the grid paper. (drawn in triangles)
(8) Postscript and feedback:
Because it is difficult to find the right angle in the triangle in this class, the pace of the class is a bit slow and the expected task has not been completed. Right angles are closely related to life. Many objects around people have right angles on their surfaces. It is effective to guide students to know the right angle from life and feel the close relationship between life and mathematics.