First, the content of the lecture:
I said that the content of the class is "Understanding Rectangle, Square and Circle", which is the content of Page 16- 18 of the second volume of primary school mathematics published by Jiangsu Education Publishing House.
Second, the teaching content
Students have learned cuboids, cubes, cylinders and spheres in the first volume, and have initially understood these geometric figures, forming a certain spatial concept. These are the supports of the new knowledge in this class. Through a series of practical activities, this course helps students understand the characteristics of rectangle, square and circle. This part is an important foundation for senior high school students to learn the characteristics of plane graphics, which is conducive to cultivating students' practical ability and innovative ability and developing students' spatial concept.
According to the content of the textbook and the students' reality, I think the goal of this lesson is:
Knowledge and skill objectives: By observing one surface of a cuboid and cube and the bottom surface of a cylinder, we can intuitively understand rectangles, squares and circles by drawing figures with the surfaces of these geometric bodies; Know the names of these graphics and be able to identify them, and initially know the application of these graphics in daily life.
Process and Method Objective: Let students experience the learning activities of drawing, finding, speaking, surrounding, drawing and playing, let students experience the transformation of graphics and develop their spatial imagination ability.
Emotional goal: accumulate interest in mathematics in learning activities and enhance the awareness of communication and cooperation with classmates.
The focus of teaching is to guide students to separate themselves from three-dimensional graphics, and then abstract plane graphics from the surface of three-dimensional graphics, so as to correctly name three kinds of graphics.
The difficulty in teaching is how to distinguish rectangle from square.
On the Teaching Process
First, create situations and introduce new lessons.
Students, the teacher brought a magic schoolbag today. Guess what the teacher brought?
I took out cuboids, cubes and cylinders from my bag.
The student said. Yes, these are our old friends. They come to class to study with us today. They are hidden in your schoolbag. Please find them out. The students are so clever that the teacher rewards you for building blocks. However, the teacher has a request that students touch the front of these building blocks before building them, okay?
The design of this link is to let students guess, stimulate students' learning desire and participation motivation, and then make students feel relaxed and interesting through the building blocks that students are interested in, and further stimulate students' learning desire.
Second, independent exploration, cooperation and exchanges
1, feel "face" from "body" and let students work in groups.
The group reports the results of the activity. The teacher plays the courseware and writes the names on the blackboard according to the report.
(1) courseware demonstration: the dynamic process of separating a rectangle from a cuboid and pasting it on the blackboard.
(2) Courseware demonstration: separate the dynamic process of the square from the cube, then paste the square on the blackboard and write it on the blackboard.
(3) Courseware demonstration: the dynamic process of separating the circle from the cylinder and then pasting the circle on the blackboard, which reads: circle.
Teacher: Do you want to make friends with us? Health: Yes.
Then please observe carefully. What's the difference between us and the people you used to know?
Students discuss.
Summary: The figures we know today are all flat, and they are all one side of an object.
2. Use "body" to describe "shape"
(1) Courseware shows students drawing pictures with cuboids, cubes and cylinders. What are the students doing? How was it drawn?
(2) Students draw by hand, and the computer plays lively music.
(3) communicate in groups, show the works, and the students evaluate each other.
3, analysis and identification
(1) Ask the students to name all kinds of graphs.
(2) looking for.
Tinker bell: This is my beautiful room. Many items in my room are the graphics you have just seen. Can you find them?
(3) Where have you seen these flat figures in your life? Please talk to each other in the same group.
The design of this link is to use courseware to reveal the relationship between body and face, and at the same time design group learning activities, so that students can further disintegrate the relationship between face through observation, exploration, cooperation and communication. In the process of "describing form with form" and "looking for form", students participate in it, experience it personally, abstract it from form, and then apply these aspects to real life, which embodies the idea that mathematics comes from life.
Third, practical application and innovation.
1, wai
(1) Circle a rectangle and a square on the nail board in groups, and talk about how to circle them, so that students can understand the characteristics of rectangles and squares.
(2) Try to put a circle around the nail plate.
Feedback communication, so that students can understand that the nail plate can not circle, thus deepening the understanding of the circle.
Step 2 draw a picture
(1) Students draw a rectangle and a square on the grid paper.
(2) The team evaluates the work of the team members.
(3) The whole class exchanges and displays the works.
The design of this link is to let students enclose the nail board, and then let them draw a picture on the square paper, so that students can further understand the characteristics of rectangles and squares in the process of enclosing and drawing.
Fourth, summarize and evaluate.
1. Evaluate the performance of yourself and other students in the class.
2. Teacher: What figures do we know today? Now please close your eyes and recall in your mind what you know today. (Students close their eyes and think about graphics)
The design of this link is that students can evaluate their own or others' performance in a class and conduct interactive evaluation. Students can not only know themselves and build up confidence, but also experience success and promote development. It is an effective way to cultivate students' spatial imagination and develop the concept of space to let students close their eyes and imagine what they have learned.
Fifth, extracurricular extension, continue to explore.
1. In our life, these numbers can be seen everywhere. After the children come home, carefully observe the things at home, see what they can find, and tell mom and dad what you found, okay?
2. How many different rectangles can be drawn with a cuboid? This problem is left to the students to explore after class.
The design of this link is to use the open teaching strategy, which embodies the openness from classroom to extracurricular, from books to life, and closely links mathematics with real life.
The teaching of three links in this lesson is over. Throughout the class, my design intention is:
1, focusing on cultivating students' innovative consciousness in activities.
2. Enrich students' understanding of graphics in actual situations.
3. Pay attention to students' learning process.
According to the age characteristics of first-year students, teachers should always pay attention to students' learning process and give appropriate evaluation. When designing, we should pay attention to the design of open learning links to provide students with room to develop their imagination: pay attention to the communication between teachers and students; Organize appropriate group cooperative learning; Pay attention to guiding students to think in operation.