Fan, draft statistical chart of mathematical broken line.
First of all, talk about textbooks.
This lesson is the information of Unit 3, Unit 6 of the fourth grade mathematics of Beijing Normal University Press. The main data of this lesson is the broken line statistical chart, which is also based on the teaching of last lesson: planting garlic seedlings (1), that is, the bar statistical chart. From the perspective of knowledge structure, it is closely related to the last article, which plays a connecting role for students to further understand statistical charts and master basic knowledge of statistics.
Second, talk about learning.
After the previous study, students have a necessary understanding of statistics. I have a deep research on statistical tables and histograms, and I just learned histograms this semester. Students can analyze them according to the histogram and get the information they need. Moreover, I have accumulated a lot of knowledge about the composition of statistical charts, understood the significance of horizontal axis and vertical axis in statistical charts, and how to draw bar-shaped statistical charts by using information.
Third, talk about teaching objectives.
According to the above analysis of the teaching materials and the grasp of the learning situation, I have formulated the following three-dimensional goals:
Knowledge and skills
Understand the characteristics of simplex polyline statistical chart, and draw polyline statistical chart according to a set of related data. You can get the information of the data change scene from the broken line statistical chart and make a simple sprint.
Process and method
Experience the process of processing experimental data, master the methods of solving problems in exploration, and develop the ability of data analysis.
Emotional attitude values
Understand that mathematics is closely related to life, and realize that mathematics comes from life and serves life more.
Fourth, talk about the difficulties in teaching.
(A) the focus of teaching
You can draw a set of related data into a broken line statistical chart.
(B) Teaching difficulties
You can get the information of the data change scene from the broken line statistical chart and make a simple sprint.
Verb (abbreviation of verb) oral teaching method and learning method
Through the analysis of students before class, it is found that students have good skills in analyzing statistical charts, can obtain necessary information, and can ask questions such as who is the most, who is the least, and who is more than who. But these problems are limited to intuitive data analysis, and these data are not linked to see the problem. Therefore, it should be guided in the teaching process so that students can look at the problem from the perspective of contact.
Sixth, talk about the teaching process.
(A) the introduction of new courses
First, review the characteristics and expressions of the bar chart, and then show the growth scene statistics of garlic seedlings planted with smiles.
Question: Can you help the teacher make a histogram and talk about its advantages?
Design intention: Review the histogram learned in the last class to deepen students' understanding, prepare for learning statistical charts again in this class, and stimulate students' learning initiative.
(2) Explore new knowledge
1. (remove the small blackboard to reveal the dotted statistical chart) Look, the teacher also made the statistical chart.
Q: How did you get this photo?
Default: the first point is the height of garlic seedlings the next day, 1 cm. ...
Connect each point in turn. ...
Draw a statistical chart of broken lines (and write it on the blackboard).
Question: Observe the broken-line statistical chart and talk about the overall growth scene of garlic seedlings these days.
Think about it, when did garlic sprout grow fastest?
Design intention: Students need data and information to solve problems from the screen, leaving enough time for students to observe and communicate, and giving full play to students' subjectivity. Students deepened their understanding through hands-on, and through communication, they made it clear that the situation reflected in the statistical table can be reflected in the broken-line statistical chart, which can better reflect the changing situation of the data.
2. Advantages of learning polyline statistics:
Let's compare these two charts carefully and discuss their similarities and differences in the group. (The same point has a title, the horizontal numbers all indicate the time, and the vertical numbers all indicate the height of garlic seedlings; The difference is that the histogram shows the height of garlic seedlings with bars, while the line chart shows points. Students may answer with lines, and teachers should correct them in time and write down "point-quantity" on the blackboard.
Take a closer look at how this line changes ("line-trend")
(1) How many centimeters did this garlic sprout grow on 13?
(2) How many centimeters did this garlic sprout grow on 16? Tell me what you think.
3. Draw a broken line statistical chart:
Broken-line statistical charts have such advantages. Do you want to learn painting? Let's see how the teacher draws a broken line statistical chart. (Show the courseware and explain the drawing method)
Design intention: Starting with the drawing and analysis of statistical chart, let students know the characteristics and application of broken-line statistical chart, and let students feel the mystery of statistics further.
(3) Classroom exercises
Smile and draw the change of indoor temperature into a statistical chart of the head.
(1) Xiaoxiao measures the temperature every ().
(2) Generally speaking, how did the temperature change from 8: 00 to 16: 00?
Please ask another math question and try to answer it.
Design intention: Combining with real life, choose the temperature change to make students realize that mathematics can be widely used in life and appreciate the value of mathematics.
(4) Summarize the homework
Summary: What did you learn after this class? Talk about the harvest.
Homework after class: investigate the highest temperature in the local area in the last week and make a broken line statistical chart. And explain the trend and reason of temperature change.
Model essay on statistical graph of mathematical broken line II
I said that the material of the class is the "broken line statistical chart" in the first class of Unit 7, Grade 4 of six-year primary school mathematics. I give lectures from the following six aspects.
First of all, talk about textbooks.
This unit of "statistical graph of broken lines" is the data 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 they will once again know a new statistical chart-broken line statistical chart. Students' statistical knowledge will be developed again after this class. This lesson is the first lesson of this unit, mainly to know the statistical chart of broken lines and understand its characteristics. Based on the above understanding, I set the teaching objectives of this course as follows:
Second, talk about teaching objectives
Knowledge and skills:
1. Understand the broken line statistical chart and its characteristics on the basis of the bar statistical chart.
2. Mathematical problems can be found from the broken-line statistical chart, and reasonable speculation can be made according to the characteristics of data changes.
Process and method:
Let students experience the process of exploring the characteristics and functions of broken-line statistical charts and feel the mathematical thinking method from "concrete" to "general".
Emotions and values:
After a simple analysis of the data, I further understood the significance and role of statistics in life and realized the value of mathematics.
The teaching key design of this course is as follows:
Understand the broken line statistical chart and its characteristics.
The difficulty of teaching lies in:
Be able to analyze the trend of data change according to statistical charts and data.
Teaching focus:
Further understand the role of statistics in real life.
Third, talk about teaching philosophy.
In this class, I established the design concept of "feeling that there is mathematics everywhere in life and solving practical problems in life with mathematical knowledge". Based on this concept, I carefully selected a large number of life materials in this section and established a close relationship between statistical knowledge and life. Provide realistic materials, so that students can explore independently, cooperate in groups, discover mathematical knowledge and experience mathematics in the process of analyzing and interpreting data.
Fourth, preach the law
Teaching methods: In view of students' age and psychological characteristics, as well as their current knowledge level, the teaching of this course is mainly based on independent inquiry. I mainly use teaching methods such as creating situations, guiding inquiry, group cooperation and organizing communication, so that as many students as possible can actively participate in the learning process. Create a simple and efficient learning atmosphere for students.
Learning methods: The new curriculum standard points out that effective mathematics learning cannot rely solely on imitation and memory, and hands-on operation, independent exploration and cooperative communication are important ways for students to learn mathematics. 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 enterprising spirit.
Five, the teaching process theory:
1. Wonderful introduction: Starting from the reality of life, show the pictures of Qufu tourism, and draw out the statistics of the number of tourists in Confucius Temple in recent years. In order to stimulate students' interest, the "broken line statistical chart" is introduced directly from statistical tables and histograms.
Second, explore new knowledge:
1, students observe the whole independently and get a preliminary understanding of the broken line statistical chart. Understand the name of statistical chart and the composition of broken line statistical chart.
2. On this basis, ask questions and let the students discuss and study with the problem group. In the process of cooperation, let students realize that they can see the amount of data through points and the increase and decrease of numbers through the ups and downs of broken lines. Ask the students to describe the ups and downs of the broken line by hand in the report. Preliminary experience shows that the dip angle determines the increase or decrease of quantity. Re-understanding of statistical graph of broken line.
3. At this point, show two statistical charts, let students observe and compare independently, think about the similarities and differences between the two statistical charts, and speak freely. On the basis of students' speeches, the teacher summed it up in time and realized that bar charts can clearly see the quantity, while line charts can not only clearly see the quantity, but also see the increase and decrease of the quantity. It not only cultivates students' ability of observation and comparison, but also exercises students' ability of induction and generalization.
Mathematics comes from life and is applied to life, and then enters the third link.
Third, the application of knowledge:
1. Use the broken-line statistical chart of patients' body temperature changes to realize the practical function of the broken-line statistical chart.
2. China 24th ~ 29th Olympic Games gold medal statistics. There, I arranged a short film of China Olympic athletes winning the gold medal and raising the national flag. The purpose is to let students relax in their intense study for a while, and to stimulate their learning enthusiasm again through this video.
3, small discriminator. After distinguishing whether it is appropriate to draw a statistical chart in this way, let students further clarify that the advantage of a broken-line statistical chart is that they can clearly see the increase and decrease of numbers, and this statistical data is mainly for counting the number of various stationery, so it is not appropriate. Let the students understand that they should choose the appropriate statistical chart according to the statistical data. Flexible use of knowledge.
In a class, most children have to eat well and some children have to eat well, so I designed the fourth part.
Fourth, knowledge expansion: after you understand it? Let students know the origin and development of statistical knowledge and enrich their mathematical literacy.
A lesson is pieced together with scattered knowledge. In order to make students have an overall understanding of knowledge, I finally designed the fifth link.
Fifth, class summary. Let the students review this lesson and talk about their gains. Achieve the purpose of combing knowledge and forming a knowledge system.
Sixth, talk about blackboard design.
The blackboard writing design is as concise and clear as possible, which fully reflects the key and difficult points of this lesson.
Blackboard design:
Point: What is the quantity?
Line: change in quantity
The broken-line statistical chart can not only see the quantity, but also see the increase and decrease of the quantity.
Model essay on mathematical broken-line statistical diagram
The material of today's class is "broken line statistical diagram", which belongs to the field of "statistics and probability" (courseware illustration)
This course enables students to master the basic methods of collecting, sorting, describing and analyzing data. They can use statistical tables and bar charts to express statistical results and solve simple practical problems according to statistical charts. On the basis of understanding the significance and function of statistics in real life and establishing the concept of statistics, we once again know a new statistical chart-simple broken line statistical chart.
The characteristic of simplex broken-line statistical chart is to represent both quantity and its change. The information in this section prepares for the future composite polyline statistical chart. After reading the statistical chart correctly, it will lay the foundation for studying the statistical chart analysis in the future.
According to the above understanding and analysis of the teaching materials, combined with the actual situation of students and existing knowledge and experience, I draw up the following:
Teaching objectives: (courseware)
1. Knowledge and skill objectives:
On the basis of bar chart, we know the line chart and its characteristics.
2. The goal of solving the problem:
Mathematical problems can be found from the simplex broken line statistical chart, and reasonable predictions can be made according to the characteristics of data changes.
3. Emotional attitude goal:
Through the simple analysis of the data, we can further understand the significance and role of statistics in life, appreciate the value of mathematics, and better stimulate students' interest in learning mathematics.
Teaching focus
Understand the broken line statistical chart and its characteristics.
Teaching difficulties
Be able to analyze the data change trend according to the broken line statistical chart and data.
Teaching strategies:
In this class, I carefully selected a large number of life materials, so that statistical knowledge can be closely linked with life, and practical materials can be provided, so that students can master data analysis methods, cultivate data analysis skills and experience mathematics in the process of analyzing and interpreting data.
Based on the above thinking, I designed the following four teaching links: (courseware) 1. Create situations and introduce new knowledge; Second, pass on old knowledge and explore new knowledge; Third, practice independently to improve the application; Fourth, the summary, expansion and extension of the whole class.
Next, I will talk about how I started teaching according to these four links.
The first link: create situations and introduce new knowledge.
In the introduction of new courses, multimedia is used to play short films about the Shanghai World Expo, which can stimulate students' interest in learning and cultivate their ability to obtain information from situational diagrams, paving the way for continuing to study statistics and cultivating students' ability of data analysis.
The second link: the transmission of old knowledge and the exploration of new knowledge.
This link is the focus of this lesson. In order to effectively highlight the key points, I divide this link into four parts:
The first part directly presents the statistics of the number of tourists in 201x 4-August, simply sorts out the data, presents the corresponding bar chart, and reviews the names of each part of the bar chart by using the labeling function to prepare for the transfer of knowledge;
In the second part, through courseware demonstration, the straight line is turned into a line, and then into a point, so that students can clearly perceive that the point can also represent a number, and then connect the lines in sections, realizing that the rise of the line segment means the increase of the number, and the decline means the decrease of the number. The initial perception of broken lines can reflect the increase or decrease of numbers and reveal the theme "statistical chart of broken lines"
In the third part, by comparing the bar chart with the line chart, the knowledge transfer is realized, the structure and characteristics of the line chart are highlighted, and the data analysis and simple prediction are carried out in combination with the situation of the short film.
Show the actual data of the number of visitors to the World Expo from April to August, and let students make their own broken-line statistical charts.
From the increase of tourists, it leads to the practical problem of parking difficulty. This paper shows the statistical map of the number of private cars in the Expo site in August, and makes a reasonable prediction after analyzing the data, which embodies the life of mathematics.
The fourth part, let students look for the broken line statistics in life, communicate the connection between mathematics and life, and show a variety of common broken line statistics in life according to students' answers, so as to realize good interaction between teachers and students.
The third link: practice independently and apply promotion.
This link is the difficulty of this lesson. In teaching, I reorganized the exercises in the textbook, aiming to let students communicate the relationship between mathematics and life, mathematics and other disciplines in practice, and further cultivate students' data analysis ability.
To this end, I designed four scenarios to practice:
Scenario 1: I am a small referee, and scenario 2: I am a small doctor, all of which are to let students use common sense and experience to analyze the characteristics of data, choose appropriate topics, and further cultivate students' data analysis ability.
Situation 3: I am a science fan, and I fully trust students, so that students can use their existing experience and scientific knowledge to choose a broken line statistical chart that correctly represents the change of water temperature and present it completely through multimedia.
The exercises in the three situations all have levels and slopes, which are interrelated. It guides students to analyze data, make predictions about the development of things and make correct choices. This is an important embodiment of cultivating students' statistical consciousness in curriculum standards. .
The fourth link: class summary, expansion and extension.
In this link, guide students to talk about the harvest, review the knowledge points of this lesson, and let students have a complete and comprehensive understanding of this lesson. On this basis, through the video playback of the combination of graphics and text, students can understand the evolution and development process of statistical thought, the diversity of statistical charts and their wide application in life, paving the way for further learning statistical knowledge.
Finally, talk about the design of blackboard writing. A good blackboard writing can be said to be a miniature teaching plan, which is strong in generality, clear in organization, highlights key points and plays the role of making the finishing point. To this end, I designed the following blackboard book: (courseware):
Broken line statistical chart
Point: How much is it? Draw a point.
Lines: increasing or decreasing, connecting
Number-shape combination