As an educator who gives lectures to others, it is essential to write a good lecture draft, which is the premise of successful lectures. So how should I write a speech? The following is my carefully organized lecture on "Angle Classification" in primary school mathematics. Welcome to reading. I hope you will like it.

Teaching material analysis: Lecture Notes of Primary School Mathematics "Angle Classification" 1: Students have been exposed to angles in the second grade, but most of them are intuitive descriptions. Based on the second grade, this book properly abstracts the characteristics of graphics, systematically studies the concept, measurement, classification and drawing of angles, and so on. The classification of angles is the third lesson in this unit. It is based on students' initial understanding of angles and their ability to measure angles with a protractor. According to the degrees of angles, they can distinguish right angles, right angles, acute angles, obtuse angles and rounded corners.

Analysis of students' situation: Students come into contact with many angles of different sizes in daily life, but rarely come into contact with the classification of common angles in knowledge life, which is abstract. Although the abstract thinking of grade four students has developed to some extent, they still focus on concrete thinking in images, and their ability of analysis, synthesis, induction and generalization is weak, which needs further training.

Teaching philosophy:

In line with the concept of "let the math classroom become the position of students' activities, and let students feel mathematics, experience mathematics and experience mathematics", I have made some designs from the following aspects:

First, identify the growth point of knowledge and help the construction of concepts.

The classification of angles is the third lesson in this unit. According to the degree of angles, we can distinguish right angles, acute angles, obtuse angles, right angles and rounded corners, and know right angles and rounded corners. So at the beginning of this class, I organized students to review the old knowledge "How much do you know diagonally?" In order to promote the assimilation of concepts and understand the rounded corners of the boxer rebellion.

Second, work hard on the word "doing", design various learning activities, provide students with time and space to participate in activities, and help students establish and form the concept of space.

In order to let students learn to do mathematics, they must work hard on the word "doing" and do enough articles. Only by letting students "do" and move can we fundamentally change the situation of students' passive learning. Therefore, it is the key to "doing mathematics" for students to learn mathematics through operation practice, independent exploration and cooperative communication.

Psychologist Peleg pointed out: "Activity is the basis of cognition, and wisdom begins with action." Before this class, the students had a certain understanding of angles, and in addition, they were exposed to many angles in their lives, and learned some knowledge of related angles through various channels. To this end, I have provided students with ample opportunities for operation and a display platform. I asked the students to find many angles by using the activity angle, and then choose their favorite angle to draw, measure the degree of the angle, and prepare materials for the classification of angles. At the same time, students will inevitably have many questions in the operation-are boxers and rounded corners angles? In this way, doubts arise in the operation and the understanding of the concept of angle is sublimated in the debate. This is a new realm of learning mathematics.

In the part of exploring new knowledge classification, according to different standards, there will inevitably be different classification results. In addition, because middle school students are weak in analysis, induction and generalization, it is inevitable that there will be loopholes in thinking and logical errors, which requires teachers to provide students with practical time, opportunities for cooperative learning and platforms for mutual communication. So the teacher organizes students to study in groups and then report and communicate in groups. In this way, students can understand mathematics through personal experience and exploration, solve problems, find thinking loopholes in group communication, constantly improve their knowledge system and revise their knowledge construction, and mathematics learning becomes a process in which students' initiative, initiative and independence are constantly generated, publicized, developed and promoted.

Consolidate the exercise part and design exercises at different levels, so that students at all levels can experience the joy of success. In addition to defining the most basic concepts, a large number of activities have been designed. For example, spell the angle with a pair of triangles, and say the degree and name of the angle; Fold the corners with a rectangular piece of paper to a certain extent and so on. It is very challenging for thinking.

Third, "doing" should link mathematics with life and experience mathematics everywhere in life.

In fact, mathematics learning should be children's own life practice activities, and mathematics teaching should be fully integrated with children's lives. Based on children's life experience and existing knowledge background, we should provide them with sufficient opportunities to engage in mathematics activities and exchanges, so that children can discover, discover, explore, understand and master mathematics in their own lives. Therefore, our mathematics teaching must move from book mathematics to life mathematics, based on students' real life, so that students can be exposed to realistic problem situations, explore and discover mathematics knowledge in the process of solving problems, and experience that mathematics is everywhere in life. Applying mathematical knowledge can better solve practical problems in life, thus enhancing the motivation of learning and generating positive mathematical emotions. At the end of this class, my students and I are looking for a corner in our life. Effectively extend textbook knowledge.

Lecture notes on "angle classification" of primary school mathematics 2. Interpretation of teaching materials;

1, textbook content: the third lesson of Unit 5, Volume 2, Grade 4, experimental textbook of People's Education Press.

2. Brief analysis of teaching materials: Triangle classification is based on students' understanding of right angle, obtuse angle, acute angle and triangle. Textbooks are divided into acute triangle, obtuse triangle and right triangle according to the angle, and the principle of non-repetition and non-omission of classification is embodied through the set diagram; According to the sides are divided into isosceles triangle, equilateral triangle and general triangle, and focus on guiding students to understand the characteristics of the sides and angles of isosceles triangle and equilateral triangle. Learn this part of knowledge well, and lay the foundation for further study of triangles.

3. Teaching objectives:

(1) Through observation and operation, I found the characteristics of the angles and sides in the triangle, learned to classify triangles according to certain standards, and felt the connection between triangles and daily life.

(2) Through the process of observation and exploration, cultivate students' ability of observation, analysis and hands-on operation, and further develop students' concept of space.

4. Teaching emphasis: learn triangle classification.

5. Teaching difficulties: find out the characteristics of the corners and sides of the triangle.

6. Teaching preparation: multimedia courseware, several bags of various triangular pieces of paper (each bag is the same), a triangle, a protractor, a ruler and several double-sided tapes.

Second, teaching ideas

The process of autonomous learning is actually the process of teaching activities. Promoting learning through activities is the teaching direction of this section. Students gradually establish their understanding of the characteristics of triangle angles and sides through activities such as scene creation, experience exploration and discovery, discussion and exchange, and independent thinking. Through various forms of learning, such as watching, thinking, testing, dividing, connecting and guessing, students are provided with more opportunities for mathematical dialogue. Through the use of teaching AIDS, learning tools and multimedia, students can experience the abstract change process from real space to geometric space, so as to understand the characteristics of edges and angles of triangles and learn the classification of triangles.

Third, teaching methods and learning methods.

Teaching methods: create scenarios and build an independent inquiry platform; Active guidance points out the direction for effective learning; Actively participate in creating an atmosphere of cooperation and exchange; Incentive assessment encourages active learning. Learning methods: observe and analyze the problems raised in the situation; Explore and think about solving problems in operation; Communicate in groups to understand the problems in exploration; Independent reflection internalizes problems in summary.

Fourth, the teaching process

1, scene import. Q: Can you classify the people in the classroom according to certain standards? Using things around students can often arouse students' thirst for knowledge. At the same time, it paves the way for multi-angle triangle classification.

2. Explore new knowledge. Show some triangular pieces of paper and ask: What are the characteristics of triangles? (Three angles, three sides, three vertices) Holding an object, ask: Are the angles and sides of each triangle the same? Today, we will classify triangles according to the characteristics of their respective sides and angles. Students' hands-on exploration is divided into three links. The first two links are in the form of competition, which urges students to consider reasonable division of labor, unite and cooperate, and improve classroom efficiency.

① Observation and measurement. Give each student a bag of triangular paper, a piece of colored cardboard and double-sided tape (the triangles in each group are the same). Under the leadership of the group leader, guide the students to observe, measure and record the characteristics of each triangle.

(2) sorting and classifying. According to the recorded data, after group analysis and discussion, paste the classified triangles on the color swatch.

(3) the whole class shows exchanges and comments from teachers and students.

4 summary.

Give the names of acute triangle, right triangle and obtuse triangle, find out the similarities and differences, show the set diagram, and explain the principle of non-repetition and non-omission in classification; Give the names of isosceles triangle and equilateral triangle and find out their characteristics.

Step 3 consolidate the exercise

Company after company. (Courseware demonstration)

Isosceles triangle equilateral triangle acute triangle obtuse triangle right triangle

The purpose is to enable students to consolidate the characteristics of various triangles in practice and use these characteristics to classify triangles.

(2) game, guess.

Give one or two corners of a triangle and guess what triangle it might be. The purpose is to let students further consolidate the characteristics of acute triangle, right triangle and obtuse triangle. Deeply distinguish the differences and connections between them. When students feel a little tired, I will practice games according to the contents of the textbook and students' psychological characteristics to increase the interest of the topic and stimulate students' interest in learning.

(3) judgment. (Courseware demonstration)

If a triangle has two acute angles, it must be an acute triangle. ()

② All isosceles triangles are acute triangles. ()

③ All equilateral triangles are acute triangles. ()

The purpose is to define the concept. At the same time, asking students to use gestures can encourage everyone to participate in learning and achieve the effect of facing all.

(4) fill in the blanks.

(1) It is known that the lengths of two sides of an isosceles triangle are 4cm and 5cm respectively, so its circumference is ().

② It is known that the circumference of an isosceles triangle is 17cm and one side is 7cm long, then its waist length is ().

③ When the two sides of an isosceles triangle are known to be 4cm and 8cm respectively, the circumference of the triangle is ().

While consolidating the characteristics of isosceles triangle, we also pay attention to cultivating students' ability to use what they have learned flexibly to solve problems.

4. Summary: Finally, talk about the harvest and practical application.

Lecture notes on "angle classification" of primary school mathematics 3 I. Teaching materials

1, teaching content

Nine-year compulsory education, six-year primary school mathematics textbook (Beijing Normal University Edition), grade four, volume two, 24 to 25 pages and related exercises.

2. Analysis of teaching materials

"Triangle Classification" is a part of the new curriculum textbook "Space and Graphics". Before learning this content, students have learned the knowledge of triangles, can find triangles on the surface of objects, learn the knowledge of angles and know common angles, which provides strong knowledge support for students to learn the characteristics of triangles and classify triangles from different angles of angles and sides. Triangle is the simplest and most basic polygon, and all polygons can be divided into several triangles. Learning this part well will accumulate knowledge and experience for learning other polygons and lay the foundation for further learning triangles.

3. Teaching objectives

According to the content of the textbook and the characteristics of students' knowledge level and psychological age, the following teaching objectives have been formulated:

(1) Let students discover the characteristics of triangles and edges through learning activities, classify triangles, and understand and master the characteristics of various triangles.

(2) Cultivate students' observation ability, hands-on ability and abstract generalization ability.

(3) Stimulate students' consciousness of active participation, independent exploration and innovation.

4. Determination of teaching emphases and difficulties

According to the position and function of triangle classification knowledge, the teaching link of "observation, operation, comparison and group discussion" in this course is designed to let students classify triangles according to the characteristics of angles and sides, so this is the teaching focus.

How to guide students to summarize the characteristics of various triangles according to their cognitive level and age characteristics is a qualitative leap for students to master the knowledge of this lesson.

Therefore, "being able to understand and master the characteristics of various triangles" is the teaching difficulty of this course.

5. Teaching preparation

In addition to preparing colored cardboard, triangular plan, etc. Before class, arrange students to cut out the triangle in Figure 2 in the textbook P 1 13.

Second, talk about teaching methods and learning methods.

According to the requirements of the new curriculum and students' reality, we should give priority to intuitive teaching, use observation, hands-on operation, group discussion and other methods, and combine teaching materials to let students play a role in the process of independent exploration and promote the independent development of thinking.

In teaching, we should first grasp the connection point between old and new knowledge, and use the pattern of 12 triangle in the textbook to let students talk about their own understanding of triangles, which leads to the topic of "classification of triangles". Let the students do it, discuss and communicate in groups, find out the method of triangle classification, and finally let the students talk about the basis of their classification, summarize the characteristics of various triangles, and cultivate students' abstract generalization ability.

Third, talk about the teaching process

In order to complete the teaching objectives of this lesson, the following teaching process is designed.

(A) create a scene to reveal the theme

1, display patterns (using visual AIDS to attract students' attention)

What does this pattern look like? What figure is it made of?

2. Test your eyesight. Are these triangles the same shape? What is the difference? (Let the students elaborate)

In the triangular barracks, their corners and sides have their own characteristics. In this lesson, we will classify triangles according to their characteristics. Theme of blackboard writing: classification of triangles

Introducing the theme from students' understanding of triangles not only paves the way for students to accept new knowledge, but also makes students clear the learning content and go straight to the theme.

(2) Hands-on operation and exploration of triangular classification.

1. Classify triangles according to the characteristics of angles.

The new curriculum standard advocates students' active participation, willingness to explore, and diligence in hands-on, and cultivates students' abilities of collecting and processing information, analyzing and solving problems, and communicating and cooperating, so that learning becomes a process in which people's initiative, initiative and independence are constantly generated, publicized, developed and improved.

I designed the following links:

(1) Students first think independently, operate independently and explore classification independently. Prepare a study package for each student in advance: a form and a colored cardboard.

① Students observe the 12 triangle according to the table, and then fill in the table. After filling in the form and observing the data in the form, it can be easily classified.

(2) Paste the classification result on the colored paper board.

①②③④⑤⑥⑦⑧⑨⑩ 1 1 12

Number of acute angles

Right angle number

Number of obtuse angles

(2) Group communication

Students present their own labor achievements in groups and talk about their classification basis.

(3) Show students' representative works, and students evaluate each other.

(4) Teachers summarize (and write the classification basis on the blackboard at the same time)

(5) Encourage students to give their classified triangles a name.

Let students feel that they are the masters of learning, experience the joy of labor results, and enhance their confidence in learning.

(6) Guide students to compare three types of triangles and get the same point: each triangle has at least two acute angles.

2. Game integration

Guess a teaching game on page 25 of the textbook:

Guess what triangle the envelope might cover. If your answer is correct, give him the triangle inside.

Mathematical games can stimulate students' interest in learning, consolidate new knowledge and form skills. Further understand the similarities and differences of right triangle, acute triangle and obtuse triangle.

3. Instruct students to classify triangles according to the characteristics of edges.

Because there are many triangles for students to observe, it is time-consuming to measure the lengths of the sides one by one and then compare them. Therefore, this link is arranged as a group, using the study package issued by the teacher, and the team leader will arrange the division of labor measurement, fill in the research report, and then observe, discuss and classify together. According to the group representative's speech, the teacher leads to induction and leads to equilateral triangle, isosceles triangle and equilateral triangle.

(3) Small debate

In order to help students understand that "an equilateral triangle is also an isosceles triangle", such a link is designed.

Fully expound their own views in both positive and negative aspects, and then the teacher will give timely guidance so that students can consolidate their knowledge in a warm learning atmosphere, by going up one flight of stairs.

(4) class summary

Did you enjoy your study today? What makes you happy? Let students learn self-evaluation, which embodies the diversity of new curriculum evaluation and can also train students' language development ability.

Fourth, talk about blackboard design.

The blackboard writing in this lesson is intended to highlight key points and solve knowledge difficulties. There are works classified by students and knowledge points written by teachers on the blackboard. The teaching content is clear at a glance, and it is also convenient for students to observe and compare.

Blackboard design:

Triangular classification

(Students' three acute angles and acute triangles (students' three equilateral triangles, one right triangle and two equilateral isosceles triangles) and one obtuse obtuse triangle) have three equilateral triangles (equilateral triangles are also isosceles triangles).

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