In junior high school mathematics teaching, Pythagorean theorem is the basis of junior high school geometry mathematics. Learning Pythagorean Theorem well is helpful to improve the cognition of mathematics and the understanding of graphics and images. The following is a lecture on Pythagorean theorem in junior high school mathematics for everyone. Let's see how this lesson is taught!
Draft Pythagorean Theorem in Junior Middle School Mathematics I. teaching material analysis:
Pythagorean theorem is a very important property of right triangle and one of the most important theorems in geometry. It reveals the quantitative relationship between the three sides of a triangle, which can solve the calculation problem in a right triangle and is one of the main basis for solving a right triangle. Very useful in real life.
When compiling teaching materials, we should pay attention to cultivating students' hands-on operation ability and problem analysis ability, and make students get a more intuitive impression through practical analysis, puzzles and other activities; Understanding Pythagorean Theorem through contact and comparison is beneficial to correct application.
Therefore, the teaching objectives are as follows:
1. Understand and master Pythagorean theorem and its proof.
2. Be able to use Pythagorean theorem and its calculation flexibly.
3. Cultivate students' abilities of observation, comparison, analysis and reasoning.
4. By introducing the achievements of ancient Pythagoras characters in China, we can inspire students' thoughts and feelings of loving the motherland and its long culture, and cultivate their national pride and research spirit.
Second, the teaching focus:
Proof and application of pythagorean theorem.
Third, the teaching difficulties:
Proof of pythagorean theorem.
Fourth, teaching methods and learning methods:
Teaching methods and learning methods are embodied in the whole teaching process. The teaching methods and learning methods of this course reflect the following characteristics:
Give priority to self-study counseling, give full play to the leading role of teachers, stimulate students' desire and interest in learning by various means, organize student activities, and let students actively participate in the whole learning process.
Effectively reflect students' dominant position, let students understand theorems through observation, analysis, discussion, operation and induction, improve their hands-on operation ability, and their ability to analyze and solve problems.
By demonstrating objects, students are guided to observe, operate, analyze and prove, so that students can gain a sense of success in acquiring new knowledge, thus stimulating their desire to learn new knowledge.
Verb (abbreviation of verb) teaching program
The teaching of this section is mainly reflected in students' hands-on and brains. According to students' cognitive rules and learning psychology, the teaching plan is designed as follows:
(A) to create a new situation
1, the story is introduced. More than 3,000 years ago, a man named Shang Gao told the Duke of Zhou that if you fold a ruler into a right angle and connect the two ends, you will form a right triangle. If the hook is 3 and the rope is 4, then the rope is equal to 5. This has aroused students' interest in learning and stimulated their thirst for knowledge.
2. Do all right triangles have this property? Teachers should be good at arousing doubts and let students enter a state of being willing to learn.
3. Write it on the blackboard to show the learning objectives.
(B) the initial perception and understanding of teaching materials
Teachers guide students to learn new knowledge through self-study, which embodies students' awareness of autonomous learning, exercises students' initiative to explore knowledge, and forms good self-study habits.
(3) Ask questions to solve problems and discuss and summarize:
1. Teachers question or students question. How to prove Pythagorean theorem? Through self-study, students above the intermediate level can basically master it, which can stimulate students' desire to express themselves.
2. Teachers guide students to do puzzles and observe and analyze them as required;
(1) What are the characteristics of these two graphs?
(2) Can you write down the areas of these two figures?
(3) How to use Pythagorean theorem? Are there any other forms?
At this time, the teacher organizes students to discuss in groups, arouses the enthusiasm of all students, achieves the effect of everyone's participation, and then communicates with the whole class. First of all, one group of representatives spoke and expounded their understanding of the problem, while the other groups made comments and supplements. Teachers give enlightening guidance in time, and finally teachers and students sum up each other, form a consensus and finally solve the problem.
(4) Consolidate practice and strengthen improvement.
1, show exercises, students answer in groups, and students summarize the law of solving problems. Combine static and dynamic in classroom teaching to avoid causing students fatigue.
2. Give an example of 1. Students try to solve the problem, and teachers and students evaluate it together, so as to deepen the understanding and application of the example. In order to further improve students' ability to use knowledge, we can take the form of mutual evaluation and discussion on practical problems, and teachers can take the form of classroom discussion to solve the representative problems in mutual evaluation and discussion, thus highlighting the teaching focus.
(5) Summarize practical feedback.
Guide students to summarize the main points of knowledge and sort out their learning ideas. Distribute self-feedback exercises, and students can complete them independently.
This course aims to create a pleasant and harmonious learning atmosphere, optimize teaching methods, improve classroom teaching efficiency with the help of multimedia, and establish an equal, democratic and harmonious relationship between teachers and students. Strengthen the cooperation between teachers and students, create a classroom atmosphere in which students dare to think, feel and ask questions, make all students lively in teaching activities, and cultivate their innovative spirit and practical ability in learning.
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