Instructional design is a process of systematically designing and realizing learning objectives, and following the principle of optimal learning effect is the key to the quality of courseware development. The following is an example of the design of junior high school math teaching plan I prepared for you. Welcome to see it.

Example of junior high school mathematics teaching plan design 1

Properties of angular bisector

(A) the creation of situations, the introduction of new courses

Without tools, please divide a corner made of paper into two equal corners. What can you do?

What should I do if I change the paper in front of me into an angle that can't be folded, such as a board or a steel plate?

Design purpose: to gather students' thinking and create a good teaching atmosphere for the development of new courses.

(B) explore cooperation and exchange of new knowledge

(Activity 1) Explore the principle of angular bisector. The specific process is as follows:

Play the video material of Obama's visit to China-draw an umbrella-observe its cross section, so that students can clearly understand the corner relationship-draw the bisector; And use the geometric drawing board to dynamically demonstrate the opening and closing of the umbrella, so that students can intuitively feel the relationship between the umbrella surface and the main pole-let students design and make an angle bisector; And use the knowledge learned before to find the theoretical basis and explain the principle of making this instrument.

Design purpose: to perceive with examples in life. Taking the recent events as the introduction and the most common things as the carrier, let students feel that there is mathematics everywhere in their lives and appreciate the value of mathematics. Among them, the design and production of the bisector can cultivate students' creativity and sense of accomplishment and their interest in learning mathematics. Let the students finish Activity 2 easily.

(Activity 2) Through the above exploration, can you sum up the general method of using a ruler to make the bisector of a known angle? Do it yourself, and then exchange operating experience with your partner.

Complete this activity in groups, let teachers participate in student activities, find problems in time, give inspiration and guidance, and make comments more targeted.

The discussion results show that: according to the students' narration, the teacher demonstrated the method of making the known bisector with multimedia courseware;

Known: ao B.

Ask:? The bisector of AOB.

Exercise:

(1) Make an arc with O as the center and appropriate length as the radius, so that OA and OB intersect at m and n respectively.

(2) Take m and n as the center respectively, and the length greater than 1/2MN as the radius. Where are the two arcs? AOB internal intersection C.

(3) Ray OC, which is what you want.

Design purpose: let students understand painting more intuitively and improve their interest in learning mathematics.

Discussion:

1. In the second step of the above method, delete? Longer than MN? Is this condition all right?

2. The intersection of the two arcs made in the second step must be in? In AOB?

The purpose of designing these two questions is to deepen the understanding of the angular bisector and cultivate a good study habit of mathematical rigor.

Summary of student discussion results:

1. remove Longer than MN? In this case, the two arcs may not intersect, so the bisector of the angle cannot be found.

2. If two arcs are drawn with m and n as the center and the length greater than MN as the radius, the intersection of the two arcs may be in? In AOB \u, maybe? What are we looking for outside AOB? The intersection point inside AOB, otherwise the light obtained by connecting the intersection point of two arcs with the vertex is not? The bisector of AOB.

The bisector of an angle is a ray. It is neither a line segment nor a straight line, so the two restrictions in the second step are indispensable.

The feasibility of this method can be proved by congruent triangles.

(Activity 3) Explore the nature of the angular bisector.

Thinking: It is known that an angle and its bisector plus auxiliary lines form a congruent triangles; Form an congruent right triangle. How many pairs of such triangles are there?

The purpose of this design is to deepen the understanding of congruence.

Example 2 of junior high school mathematics teaching plan design

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: Understand the translation law of straight lines and realize the idea of combining numbers with shapes.

Third, the teaching process:

1, the definition of linear function and proportional function;

Linear function: in general, if y=kx+b (where k and b are constants, k? 0), then y is a linear function.

Proportional function: for y=kx+b, when b=0, k? 0, with y=kx. At this time, y is said to be a proportional function of x and k is a 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) From the image, the proportional function y=kx(k? 0) is like a straight line passing through the origin (0,0); And the linear function y=kx+b(k? 0) is through point (0, b), which is equal to y=kx.

Parallel straight lines.

Basic training:

1, write an image through the point (1,? 3) The analytic function is:

2. the straight line y=? 2X？ 2 does not pass through the fourth quadrant, and y increases with the increase of x.

3. If P(2, k) is on the straight line y=2x+2, then the distance from point p to the X axis is:

4, known proportional function y =(3k? 1)x, if y increases with the increase of x, then k is:

5. The straight line passing through the point (0,2) and parallel to the straight line y=3x is:

6. If the proportional function y =( 1? 2m) The image of x passes through point A (x 1, y 1) and point B (x2, y2). When x 1y2, the value range of m is:

7. if y? 2 and x? 2 in x=? 2, y=4, then x=, y=? 4。

8. straight line y=? 5x+b and straight line y=x? 3 all intersect at the same point on the y axis, then the value of b is.

9. It is known that the radius of circle O is 1, and the straight line (2,0) passing through point A is tangent to circle O at point B and intersects with Y axis at point C. ..

(1) Find the length of line segment AB.

(2) Find the analytical formula of straight line AC.

Junior high school mathematics teaching plan design example 3

First, the teaching objectives:

1, understand the concept of binary linear equation and its solution;

2. Learn to find several solutions of a binary linear equation and test whether a pair of values is the solution of a binary linear equation;

3. Learn to use the linear expression of an unknown in a binary linear equation to represent another unknown;

4. In the process of solving problems, we should infiltrate analogical thinking methods and moral education.

Second, the teaching emphasis and difficulty:

Emphasis: the significance of binary linear equation and the concept of solution of binary linear equation.

Difficulties: The essence of transforming a binary linear equation into an algebraic expression about an unknown number to represent another unknown number is to solve an equation with a letter coefficient.

Third, teaching methods and teaching means:

Strengthen students' analogical thinking method by comparing with linear equation of one variable; Pass? Cooperative learning? Let students understand that mathematics is developed according to actual needs.

Fourth, the teaching process:

1, scene import:

News link: Old people over x70 can get living allowance.

The equation: 80a+ 150b=902 880,

2. New teaching:

Guide students to observe the similarities and differences between equation 80a+ 150b=902 880 and linear equation with one variable.

The concept of binary linear equation is obtained: an equation with two unknowns and the term 1 degree is called binary linear equation.

Do it:

(1) List the equations according to the meaning of the question:

(1) Xiaoming went to visit his grandmother, bought 5 Jin of apples and 3 Jin of pears and went to 23 yuan. He asked for the unit price of apples and pears respectively, and set the unit price of apples as X yuan/kg and pears as Y yuan/kg.

(2) On the expressway, the car at 2 o'clock is 20 kilometers longer than the truck at 3 o'clock. If the speed of the car is a km/h and the speed of the truck is b km/h, the equation can be obtained:

(2) Exercise P80 in textbook 2. Decide which equations are binary linear equations.

Cooperative learning:

Activity background: Love all over the world. Qiushi middle school? Learn from Lei Feng and care for the elderly? Volunteer activities.

Question: The 36 volunteers who participated in the activity were divided into labor group and literature and art group, including 3 in labor group and 6 in literature and art group. The Communist Youth League Secretary plans to arrange 8 labor groups and 2 literature and art groups. Just considering the number of people, is this plan feasible? Why? Substitute x=8 and y=2 into the binary linear equation 3x+6y=36 to see if the left and right sides are equal. The concept that the two sides of the equation can be made equal and the solution of the binary linear equation can be obtained by students' test: the value of a pair of unknowns that make the two sides of the binary linear equation equal is called a solution of the binary linear equation.

And put forward the writing method of paying attention to the solution of binary linear equation.

3. Cooperative learning:

Given the equation x+2y=8, male students give the value of Y (X is an integer whose absolute value is less than 10), and female students immediately give the corresponding value of X; Next, boys and girls communicate (compare which students react faster). Ask the fastest and most accurate student to talk about his calculation method, and ask: given the value of X, what is the coefficient of Y when calculating the value of Y, and what is the easiest way to calculate Y?

For example, it is known that the binary linear equation x+2y=8.

(1) x is expressed by an algebraic expression about y;

(2) y is expressed by an algebraic expression about x;

(3) When x = 2,0, write three solutions of the equation x+2y=8 for the corresponding values of 3 and y..

When y is represented by a linear formula containing x, please play a game to let students know whether the calculation speed is fast or not. )

4. Classroom exercises:

(1) Known: 5xm? 2yn=4 is a binary linear equation, then m+n =;

(2) Binary linear equation 2x? When y=3, the equation can be transformed into y= and y = when x=2;

5. Can it be solved?

Xiaohong went to the post office and sent a registered letter to her grandfather who was far away in the countryside. She needs 3 yuan and 80 cents for postage. Xiaohong has several stamps with a ticket amount of 60 cents and 80 cents. How many stamps of these two denominations does she need? Tell me your plan.

6, class summary:

The meaning of (1) binary linear equation and the concept of its solution (pay attention to the writing format);

(2) Uncertainty and correlation of the solution of binary linear equation;

(3) The binary linear equation is transformed into an algebraic expression of an unknown to represent another unknown.

7. Task: