Lecture draft of broken line statistical chart 1 I. Teaching materials
(a) the content, status and learning situation of teaching materials
The simple broken-line statistical chart is the content of Unit 7 in the second volume of the fifth grade compulsory education curriculum standard of Jiangsu Education Press. Students will use simple statistical tables, bar charts and other methods to express and analyze statistical data and solve simple practical problems before learning and mastering simple basic methods such as data collection, sorting, description and analysis. Through the teaching of broken-line statistical chart, students can understand the meaning and characteristics of broken-line statistical chart, conduct simple data analysis, understand the significance and role of statistics in real life, and effectively construct the concept of data analysis. In this unit, I will teach in four classes. The first lesson is a preliminary understanding of broken line statistics. Some students draw broken line statistics, and can simply say the characteristics of broken line statistics. The second and third classes focus on teaching students to draw broken-line statistical charts, and students can read broken-line statistical charts and get relevant information from them. The fourth category is the use of broken-line statistical charts to solve practical problems in life.
(B) Teaching objectives
Based on the above analysis and understanding of the teaching materials, combined with students' life experience and cognitive rules from concrete to abstract, it is planned to establish the following teaching objectives:
Group a:
1. Understand the broken line statistical chart and its characteristics.
2. I can draw and read simple statistical charts of broken lines, and I can get information about data and data changes through simple statistical charts of broken lines.
3 preliminary statistical ability, and develop the habit of statistics and careful work.
Group b:
1. Understand the statistical chart of broken lines.
2. Be able to understand the simple broken-line statistical chart, and get data information through the simple broken-line statistical chart with a small amount of language prompts from the teacher. At the teacher's language prompt, a broken line statistical chart with integer data will be drawn.
3 preliminary statistical ability, and develop the habit of statistics and careful work.
Group c:
1. Experience in drawing statistical charts of broken lines.
2. Initially develop a good habit of doing things seriously.
(C) Teaching focus and difficulties
Teaching emphasis: understand the broken line statistical chart and draw the broken line statistical chart in the grid chart.
Teaching difficulties: analyze and predict simple data according to statistical chart and solve simple practical problems.
Second, talk about teaching methods and learning methods.
The new curriculum standard points out that teaching activities are teacher-led, student-centered, and teachers and students participate, interact and communicate together. Students are the main body of learning, and teachers are the organizers, guides, collaborators and helpers of students' learning. Therefore, it is planned to use situational teaching method, intuitive demonstration, inspiring thinking and practical operation to build new knowledge in teaching.
In terms of learning methods, through the independent observation of multimedia courseware, students can intuitively show and present problem scenarios, find and obtain information, ask questions, think independently, practice independently (cooperatively), transfer and transform, try to apply practice, go through the inquiry process and other learning methods to understand and master new knowledge, develop their abilities and enhance their interest.
Third, talk about the teaching process
The first step is to review the import, and a bar chart is imported into a line chart. Last term, we just learned bar graph. Some students have mastered the horizontal axis and vertical axis, can independently determine the horizontal axis and vertical axis, and can obtain relevant information from bar charts. Therefore, in this class, I introduce a new lesson from histogram, which can not only play a consolidation role, but also save time for breaking through important and difficult points.
The second link is to know the broken line statistical chart. In this link, I use the pictures of Yangzhong Museum to import, and the selected case is the broken-line statistical chart of the number of visitors to Yangzhong Museum during May Day. Pictures and examples come from life and are close to students' life.
The third link is to draw a broken line statistical chart. There are four steps to draw a broken line statistical chart. The first step is to draw a horizontal axis and a vertical axis to determine some basic data. The second step is to track points, the third step is to connect lines, and the fourth step is to mark numbers. This link is the key link in this class, so I spent a lot of time teaching students to draw step by step, one student by one, and strive to make every student, especially Group A, draw a broken line statistical chart.
The fourth link is to analyze the broken line statistical chart. In this link, the students drew a broken line statistical chart, trying to get valuable mathematical information from the broken line statistical chart. Because students have experience in reading bar charts, they can get some intuitive information from broken line charts, such as the number of people, time and so on. And in the second and third classes, we will continue to learn the knowledge of broken line statistics, so we only have a preliminary understanding of broken line statistics in this class.
The fifth link is consolidation exercise. In this session, I chose the weather in May 1 day, and asked the students to draw a broken line statistical chart. May 1 day has a large temperature difference in the morning and evening, which is suitable for making broken-line statistical charts, so I think the selection of this content is more appropriate. At the same time, I also provide different support for students at different levels, so that every student can learn something in this class. Not only that, this broken-line statistical chart has both rising and falling places, so I use it as a teaching example in the second class. Because this is the first class teaching of broken line statistical chart, students have not mastered this knowledge point, so there will be some minor problems when drawing.
The sixth link is practical homework. Recently, we talked a lot about COVID-19, and the students got to know it. So, I asked the students to collect the number of people diagnosed in Jiangsu Province every month during COVID-19, and draw a broken line statistical chart on the grid paper. The design of this practical assignment is not only closely related to students' life, but also takes mathematical knowledge as the content and problem solving as the main line to help students experience the process of problem solving and implement the objectives of this lesson.
Fourth, talk about teaching reflection.
The broken line statistical chart is taught on the basis that students have learned the bar statistical chart and mastered the statistical knowledge initially. Bar charts focus on the quantity and comparison of several specific quantities, while line charts can intuitively see the development and changes of something in a period of time and show the development trend of things.
I pay attention to the following aspects when teaching this class:
First, material selection is close to life.
Mathematics depends on life, abstracting and subliming from life, so that students can learn the mathematics of the masses and the mathematics of life. This is the concept of mathematics under the new curriculum concept. Designing teaching process according to students' actual situation is the mathematics view under the new curriculum concept. It is my first thought to design the teaching process according to the actual situation of students. I think students will be more willing to accept familiar examples. Therefore, in this class, I chose the pictures of Yangzhong Museum and the statistics of the number of visitors during May Day as examples to stimulate students' interest in learning.
Second, pay attention to differential teaching.
The curriculum standard points out that "teaching should not only face all students, but also meet their individual needs, maximize their learning ability, enable students to receive appropriate mathematics education, and enable students with different learning abilities to develop in mathematics to varying degrees." In the process of understanding the broken-line statistical chart, whether it is teaching objectives, specific teaching or exercise design, we can pay attention to the individual differences of students, respect their dominant position and keep them in mind.
Third, pay attention to experience the broken line statistical chart in practice.
It is also one of the ideas of the new mathematics curriculum standard to make mathematics practical and let students learn applied mathematics. The arrangement of practical homework after class can promote students to enter life and extend what they have learned to life, thus cultivating students' potential to solve practical problems and their awareness of using mathematics. Let students realize the role of statistical knowledge in life and understand that there are mathematical problems in life, and mathematical knowledge can solve problems in life.
Of course, this class still has some shortcomings:
1. The broken line statistical chart "can reflect the change of quantity" is not fully explained.
2. When understanding the broken-line statistical chart, we emphasize the reading of statistical objects and items. Although the four aspects of reading point, reading line and overall reading trend will be introduced in detail in the second and third class hours, this class is not detailed enough, and some of them are still superficial.
These are my thoughts on the teaching of understanding broken-line statistical graphs. Please criticize and correct me if there are any shortcomings!
Lecture notes of statistical graph of broken lines 21. Talking about teaching materials
The lesson "statistical graph of broken lines" is the content of the second volume of grade four. It is based on the fact that students have mastered the basic methods of collecting, sorting, describing and analyzing data, and will use statistical tables and bar charts to express statistical results, and once again know a new statistical chart-simple broken line statistical chart. The characteristic of simplex broken line statistical chart is that it can not only represent the quantity of a quantity, but also represent the change of a quantity. The content of this lesson is to prepare for the future composite broken-line statistical chart, and lay the foundation for the future statistical chart analysis by reading the statistical chart correctly.
Second, talk about teaching objectives
Based on the above understanding, I will set the teaching objectives of this course as follows.
1. Based on the bar chart, understand the broken line chart, understand the characteristics of the broken line chart, and preliminarily understand the process of drawing the chart.
2. According to the statistical chart of broken lines, let students describe, analyze data and solve problems, and let students realize the close relationship between mathematics and life.
3. According to the characteristics of broken-line statistical chart, learn to predict the result or trend of the problem according to the change of data, and realize the practical function of broken-line statistical chart.
4. Cultivate students' patriotic spirit of loving the Olympic cause through study and exploration.
The teaching focus of this course is to understand the characteristics of broken-line statistical charts and learn to make broken-line statistical charts.
The difficulty in teaching lies in: understanding the characteristics of broken-line statistical charts.
Third, talk about teaching philosophy.
I have established the design concept of feeling that there is mathematics everywhere in my life and using mathematical knowledge to solve practical problems in my life.
Based on this idea, I try my best to contact with students' life reality and existing knowledge and experience in the teaching process, and design novel introduction and example teaching from materials that students are interested in, which breaks the dullness of traditional mathematics classroom and gives it new vitality. Introduce the Olympic Games, draw with Lele's thermometer, practice and select personnel for further study with the boss, build a teaching atmosphere of independent inquiry and harmonious cooperation, and cultivate students' ability to feel mathematics in life and solve life problems with mathematical knowledge.
Fourth, the teaching method of speaking.
According to the age characteristics and psychological characteristics of students, as well as their current knowledge level. I mainly use teaching methods such as lecture, demonstration, practice and group cooperation, so that as many students as possible can actively participate in the learning process. In the classroom, teachers should become students' learning partners, share joys and sorrows with students, experience the joy of success and create a relaxed and efficient learning atmosphere. Especially in the process of drawing points in courseware demonstration, students can clearly understand the drawing process, and the rising, falling and tilting angles of courseware demonstration line segments determine the increase and decrease range, thus breaking through the difficulty of drawing and summarizing broken-line statistical charts.
Verb (abbreviation of verb) and learning methods
In teaching, I introduce topics that students are interested in, guide students to pay attention to mathematics around them, let students experience mathematics learning methods such as observation, generalization, imagination and migration, and let every student speak, do and think in the interaction between teachers and students. Cultivate students' initiative and enthusiasm in learning.
Six, the teaching process theory:
This lesson is divided into five parts: stimulating interest, exploring new knowledge, practical application, summarizing characteristics and applying knowledge:
1. In the part of stimulating interest: stimulate students' interest through the knowledge of this year's Olympic Games, and directly introduce broken-line statistical charts from statistical tables and histogram statistical charts.
2. In the part of exploring new knowledge: review the names of various parts of the statistical map, understand the making process of the statistical map, completely supplement the statistical map and predict the number of gold medals in China in the next Olympic Games according to the changing trend.
3. In practical application, I designed the temperature statistics table of Lele: let students make a broken-line statistical chart, which can not only read the chart, but also preliminarily understand the increase or decrease of the number determined by the inclination angle. So as to sum up the characteristics: first, by comparing the similarities and differences between histogram and line chart, we can truly understand and grasp the characteristics of line chart.
4. Summarize the characteristics of the broken-line statistical chart from different points: observe that the number of line segments in the broken-line statistical chart has increased or decreased, and the inclination angle has increased or decreased, so that not only numbers can be expressed, but also the increase or decrease of numbers can be clearly expressed.
5. Finally, in the application, three exercises are designed:
First, find the statistical chart of broken lines in life, and simply analyze the changes of quantity (stock chart, electrocardiogram).
The second is to use the statistics of two salespeople in Jiangnan Automobile City to choose the number of places for further study and realize the practical role of broken line statistics.
The third is to compare the two contents, so as to choose which one is suitable to be represented by broken-line statistical chart. The main purpose is to further highlight the characteristics that the broken-line statistical chart can clearly reflect the increase and decrease of quantity.
Seven, say blackboard writing design
The blackboard writing I designed is concise and clear, which embodies the key and difficult points of this lesson.
In this class, I think all the students have done it, but the group discussion is not enough.
Today, I said that the class type is teaching in multimedia environment. The topic is selected from the first lesson of Statistics of Unit 7, Grade 4 of Primary Mathematics published by People's Education Publishing House-Understanding Broken Line Statistics.
The textbook of this lesson plays a connecting role.
According to the requirements of the new curriculum standard for statistics, I have formulated the three-dimensional goal of this course: cognitive goal: to let students know the simple broken-line statistical chart and master its characteristics and functions. Skill goal: to cultivate students' ability to find problems, solve problems and guess reasonably in the statistical process.
Emotional goals:
① Stimulate students' interest in learning mathematics through statistics of all kinds of information in real life;
② Through the analysis and understanding of various materials in Dongying City, strengthen environmental education and improve environmental awareness.
Analysis of learning situation:
According to the teaching objectives and students' analysis, I put forward the key points and difficulties of this class:
Teaching emphasis: master the characteristics of broken line statistical chart;
Teaching difficulties: summarize the characteristics of broken-line statistical charts and simply analyze the data.
This is the teaching method I will adopt.
I divide the teaching process into the following four links:
First, situational import, review old knowledge:
In traditional teaching, the introduction materials of teaching are single, mainly books, lacking contact with students' real life, and unable to mobilize students' learning enthusiasm. Therefore, before this class, I collected the data of small car ownership in Dongying city by using network resources as introduction materials, which can not only achieve the purpose of classroom teaching, but also make students realize that mathematics comes from us, and also increase their understanding of the development and changes of Dongying city and arouse their interest. Next, let the students complete the statistical chart with what they have learned, and show their learning results through the physical projector. This is the completion of students, which is impossible in traditional teaching. In the multimedia environment, teachers and students can show their wisdom and achievements to everyone through all kinds of advanced modern equipment, which can stimulate students' enthusiasm for learning and stimulate them to study below.
Second, by reviewing the old knowledge, we can enter the next link: learning new knowledge.
According to statistics, 83% of the information obtained by human beings comes from vision, and 1 1% comes from hearing. However, in traditional teaching, the presentation of knowledge is "rigid", with teachers' teaching and students' listening as the mainstay, which makes students lose 83% of their knowledge sources. Therefore, here I will use the multimedia dynamic demonstration function to demonstrate its knowledge with the "fixed" broken line statistical chart.
Then group discussion and comparative teaching are carried out to further deepen the understanding of knowledge. This is the result of group discussion, and the group leader will show it to you through the physical projector and explain it. Physical projectors are used to give full play to students' main role in the classroom and provide students with opportunities to show their self and collective wisdom. From the students' discussion and summary, we can basically find the characteristics of broken-line statistical charts, which shows that the role of courseware demonstration is obvious.
3. Next, enter the third link: discover new knowledge and apply it.
The powerful role of multimedia is emphasized here. I use powerful network resources to collect relevant knowledge and information and make courseware. When students give examples, they are presented one by one, which is more vivid and concrete, so that students can see that real mathematics is around us. Mathematics is a useful subject. Mathematics comes from life and serves life.
In the part of applying new knowledge, I collected five data about Dongying environment and infrastructure by using the Internet, made a broken-line statistical chart and integrated it into the courseware. I use rich content close to life to stimulate students' enthusiasm for learning, and then use various statistical charts to analyze the data simply, and through training from different angles, I broke through the second difficulty. Give play to the characteristics of rich content and large capacity in multimedia environment.
For example, in the first question, the fluctuation of broken line can reflect the change of quantity. The second question, through the analysis of the overall temperature change trend, predicts the future temperature change trend, cultivates students' reasonable guessing ability, and carries out environmental education for students in combination with the following three questions.
Fourth, summarize the assignments.
This is my blackboard design.
In a word, the teaching in multimedia environment makes full use of the dynamic demonstration function of multimedia, making the presentation of knowledge more intuitive, vivid and concrete, and easier to accept and understand; Rich content and large-capacity exercises can enable students to quickly digest and absorb what they have learned; The application of physical projector provides an opportunity and platform for the communication between teachers and students, so that students can discover and master knowledge in communication and display. Finally, through the perfect combination of multimedia "dynamic" and blackboard writing "static", the content of mathematics knowledge is reflected in front of students.
The above is the content of my lecture, please criticize and correct me, thank you!