1, combined with life examples, let students initially perceive translation and rotation phenomena, and can correctly judge them.

2. Understand the close relationship between mathematics and life and the value of learning mathematics. Preliminary infiltration and transformation of mathematical thinking methods to develop students' concept of space.

Emphasis and difficulty in teaching

Teaching focus:

Ask the students to distinguish between translation and rotation according to their perception.

Teaching difficulties:

Can correctly judge the direction and distance of graphic translation.

teaching tool

courseware

teaching process

First, create a situation and initially perceive translation and rotation.

1. Show pictures of playground activities, so that students can initially perceive translation and rotation.

2. Students talk at the same table and talk about how to classify according to different sports methods.

3. Students report how to classify and establish the representation of translation and rotation.

4. Teacher's summary: Straight movement like just now is a translation phenomenon; The phenomenon of turning like a windmill is rotation.

5. Presentation topic: translation and rotation.

Design intention: To connect with real life, create familiar life scenes for children, guide students to observe and discover, and fully stimulate students' interest in learning and desire to explore. In the process of classifying according to the different movement modes, students can experience the thinking process of observation and comparison, so as to have a deeper understanding of the movement characteristics of translation and rotation and initially form a clearer representation.

6. Let the children think quietly about how the object moves when it is translated and how it moves when it is rotated.

7. If you want to be a good classmate, stand up and be an interpreter. Students come out to show, and other students observe and summarize the characteristics of translation: after the object is translated, its direction and size have not changed.

8. Students who want to do well will take another rotation. A student came out to show.

9, combined with textbook exercises and life examples, judge which phenomena are translation and which are rotation?

10 for example, the phenomenon of translation and rotation in life.

Design intention: Let students make an action to express translation and rotation, which is actually to put students in the main position and let them express the characteristics of these two sports modes with original body language, so as to gain positive experience and fully perceive these two sports modes. Through the operation, judgment and discovery of translation and rotation phenomena in life, students can understand concepts more deeply and accurately, and can correctly distinguish the characteristics of these two mathematical concepts in geometric space, thus breaking through the difficulties in the process of knowledge construction.

Second, explore new knowledge.

1, looking for translation and rotation around you.

Son, what other objects around us are moving in translation? Health said. The way those objects move is rotation? . Say it and show it with action. (Timely evaluation: You are really careful observers. It's great to connect the problems in life with those in mathematics. If students mention that the wheels are turning, they should add it in time: when the car is driving in a straight line, the wheels are turning and the car body is translating relative to the road. )

The children found a lot, and the teacher also found some. Can you judge whether the following objects are moving in translation or rotation? If it is a translation, please put your two index fingers flat, raise your head and say it out loud. If it is a rotation, please put your hands in a circle, raise your head and speak out loudly. Courseware display: high-altitude cable car, subtitles, clock face, electric fan, elevator, gear, plane. )

Children's judgment is really accurate. Now I want to invite a child to translate the card of this small house on the blackboard. Which houses can overlap each other by translation? )

Students discuss, report and the teacher operates.

Summary: Have careful children noticed that the position of the small house sign has changed after each translation? The direction of the card has changed?

Third, practice.

1, you are really smart children. You not only know the phenomenon of translation, but also learn the methods of translation. You can also express yourself clearly and completely.

Which fish above can overlap the red fish by translation? Colour them.

Which is better, deskmate communication, student report or painting? How did you find it?

2. The children found it very accurately just now. Can you do it continuously?

Which of the following figures can overlap each other by translation?

Appreciate beautiful pictures.

Self-evaluation, summary internalization.

What did you learn from today's study? What do you think of your study?

Design intention: to create a platform for students to reflect and review, so that students can learn to master the main points of knowledge and develop good study habits. Teachers reflect on the achievement of teaching objectives in listening, so as to obtain more information and serve for improving classroom teaching in the future.

Translation and Rotation Teaching Plan (II) Teaching Objectives

1. Students initially perceive translation and rotation through examples.

2. Improve students' observation ability, judgment ability and hands-on operation ability through teaching.

Process and method

Through students' observation, hands-on operation, inquiry and other learning activities, students can experience the process of perceiving translation and rotation, initially experience the thinking method of translation and rotation, and correctly judge translation and rotation.

Emotional attitudes and values

By telling the translation and rotation phenomena in daily life, we can feel the close connection between mathematics and life and stimulate students' interest in learning mathematics.

Emphasis and difficulty in teaching

Key points:

1. Let students distinguish translation and rotation on the basis of perception.

2, can correctly judge the translated graphics.

Breakthrough method:

Break through the key points through activities such as student observation and hands-on operation.

Difficulties:

Can correctly judge the graphics after translation.

teaching tool

Multimedia courseware, 8 stitches and 8 minutes.

teaching process

First, create a situation:

Courseware display: playground situation map

Do you want to play?

Today, the teacher will take everyone to the playground. What's on the playground? (Students say)

Show how these projects are carried out with your hands. (Students' feelings)

Who can classify them? Group discussion (classified according to their sports characteristics)

Design intention: To connect with real life, create familiar life scenes for children, guide students to observe and discover, and fully stimulate students' interest in learning and desire to explore. In the process of classifying according to the different movement modes, students can experience the thinking process of observation and comparison, so as to have a deeper understanding of the movement characteristics of translation and rotation and initially form a clearer representation.

Second, explore new knowledge.

1. perceptual translation (courseware demonstration)

(1) Because these objects move in a straight line, they belong to translation phenomenon.

(2) What other translation phenomena have you seen in your daily life?

Communicate in groups and then report collectively.

2. Perceptual rotation (courseware demonstration)

(1) Like these objects rotating around a point, they are all rotating phenomena.

(2) What other spinning phenomena have you seen in your daily life?

Communicate in groups and then report collectively.

3. Experience sports: (Show courseware)

(1), open the envelope and feel how these objects move. (group study)

(2) Are these objects moving in translation or rotation? (Students say)

(3) Take out our pencil case and translate it from the right to the left of the desktop. What did you find?

(Group discussion, classroom communication)

Health 1: I found that the shape and size of the pencil-box did not change after translation.

Health 2: I found that the direction of the pencil case hasn't changed either.

The teacher concluded: Yes, in the process of translation, the shape, size and direction of the pencil box have not changed.

4. Learning Example 2: (Courseware Demonstration)

Group study: complete each question as required, and then communicate collectively.

Teacher's summary: Translation is characterized by no change in shape, size and direction.

Writing on the blackboard: (translation: shape, size, direction unchanged)

5. Learning Example 3: (Courseware Demonstration)

It seems that everyone is deeply impressed by translation. Close your eyes and think about what rotation is.

Let students further perceive the phenomenon of rotation.

(1) Which student can go on stage and do a rotation with his body? (Ask students to demonstrate the rotation)

(2) It seems that the students are impressed by the rotation, so can our pencil-box rotate?

Students can try to practice and then do the rotation as required.

(3) Group communication: What do you find by rotating the pencil box?

Health 1: The shape and size of the pencil box have not changed.

Health 2: The direction has changed.

The teacher concluded: Yes, when the pencil box rotates, its shape and size remain unchanged, but its direction changes.

Blackboard: (Rotation: The shape and size remain the same, but the direction has changed. )

6. What do you find by comparing translation and rotation? (communicate and report in groups)

Healthy 1, regardless of translation or rotation, the shape and size remain unchanged.

Health 2: the direction of rotation changes, while the translation remains unchanged.

Classroom exercises (courseware demonstration)

1. Which of the following phenomena is translation? What is rotation?

2. Which of the following figures can overlap each other by translation?

Design intention: to awaken students' awareness of applying knowledge to solve practical problems. Reasonably use the knowledge of translation and rotation to solve problems. The important value of learning mathematics by experience.

Fourth, class summary.

What did you get from this lesson?

Answer the questions on the blackboard according to the students: translation and rotation.

Write on the blackboard.

Translation and rotation

Translation: the shape size direction rotates the shape size direction.

changing