A preliminary understanding of the perspective of teaching plans

As a people's teacher, it is often necessary to write lesson plans, which is the joint point of the transformation from lesson preparation to classroom teaching. How to write the lesson plan? The following are five teaching plans I collected for you about the initial understanding of speakers, for reference only. Welcome to reading.

A preliminary understanding of the perspective of lesson plan 1 teaching material analysis

The content of "Preliminary Understanding of Corner" is the beginning of the third volume "Corner and Right Angle", which is based on students' preliminary understanding of rectangle, square and triangle. As an important part of geometric shape, the characteristics of angle, the names of each part and the drawing method are the focus of learning. It is difficult to compare the sizes of angles by abstracting the graphs of angles intuitively. In addition, learning this part of knowledge also lays the foundation for the classification of learning angles of senior students in the future. Therefore, in the initial class of angle understanding, students should be fully helped to establish the appearance of angle, at the same time, students' interest in learning collective knowledge should be stimulated in this process, and students' autonomous learning and cooperative learning should be cultivated.

Analysis of learning situation

"Children's intellectual activities are closely related to their actions on the surrounding objects, that is, children's understanding comes from their actions and the activities of objects." Trumpets are everywhere in students' lives. In teaching, teachers should make full use of this factor to guide students to understand the angle.

Teaching objectives

1, knowledge and skills: enable students to get to know the angle, know the names of each part of the angle, intuitively understand the size of the angle and draw the angle.

2. Process and method: To cultivate students' preliminary observation and operation ability through the practical activities of angle folding and angle making.

3. Emotion and attitude: Through students' corner finding and courseware demonstration, students can feel the close connection between mathematics and daily life and stimulate their interest in learning.

Teaching emphases and difficulties

1, get a preliminary understanding of the angle and know the names of each part of the angle.

2, can identify the angle.

3. Learn to draw corners with a ruler.

A preliminary understanding of the teaching objectives of the second part of the corner teaching plan;

1. The basic characteristics of perception angle in specific life situations and practical operations.

2. Use the characteristics of angles to find, draw and invent angles.

3. Cultivate the habit of listening in group cooperation and develop oral English development ability.

Teaching focus:

1, cognitive perspective.

2. Intuitively perceive the general angle and correct angle of graphics.

Teaching process:

First, organize teaching and introduce new lessons:

Write down the star group on the blackboard. What do you think it is? (takes out a five-pointed star), do you like this? So what kind of children can get the five-pointed star? Today, we are going to select the star group to see which group can win today's star group. Do you have confidence? (Student: Yes) The students are very confident. Each group has a five-pointed star. What star is it now? Next, Teacher Zhang asked the students to watch an cartoon first, but watch it carefully.

Introduction of courseware playing.

Teacher: What graphics did we learn on the screen? What are their names?

Health 1: These figures are rectangle, square, circle and triangle respectively.

Teacher: What kind of figure is this? (A corner of courseware display)

The student answers: This figure is an angle.

Teacher: It seems that all the students know it is called Jiao. Let's meet Jiao today. (blackboard writing: a preliminary understanding of the angle)

Teacher: Look, how neat and beautiful our school is. A new day began, and the school was full of excitement early. Look carefully. What do you see in the picture? Please sit at the same table and talk to each other. (Listening and chatting at the same table) Who will tell you what you found?

Health 1: There are teachers, grandfathers and children on the playground.

Teacher: Did you find the horn? Where is the horn? Who can show them? (Courseware demonstration)

Health 1: The triangle in the teacher's hand has angles.

Health 2: Grandpa's scissors have horns.

Health 3: There is an angle on the clock. When a child does exercises, there is an angle between his hands, and there is also an angle on the court. ...

………

Teacher: Just now, the students in the third group spoke very actively. The students in the first and fourth groups listened well. They were awarded a star. What star is it now? Don't lose heart, because there is still a chance.

Teacher: There are horns in our school, horns around us, horns around us, and horns on many objects.

3. A preliminary understanding of teaching objectives:

1, according to the life situation, make students know the angle preliminarily and know the names of each part of the angle. Make students learn to draw angles and experience the diversity of problem-solving strategies.

2. Understand the relationship between mathematics and daily life from the perspective of recognizing objects or plane graphics. Cultivate students' preliminary observation ability, imagination ability and spatial concept.

3. Cultivate students' cooperative spirit and mathematical communication ability in cooperative inquiry learning, and enhance students' confidence in learning mathematics.

Key points and difficulties:

1, know the names of each part of the angle, and learn to draw the angle with a ruler.

2. Guide students to draw angles, so that students can understand that angles are related to the size of both sides through intuitive perception.

Teaching tools:

courseware

Teaching process:

First, create situations and introduce new lessons.

Teacher: Show me the theme map on page 38 of the textbook. Can you find out the plane graphics we have learned?

Name the students to report.

Teacher: Can you find this corner from the picture?

Call the students to report, the courseware flashes.

Second, hands-on operation, exploring new knowledge.

1, cognitive angle and names of parts

(1) Show me the triangular ruler. Please touch the triangular board and see what you find. The corner is pointed, and both sides of the corner are straight ...

(2) Who will show you the index finger you found? (Some students only touch the vertex of the corner)

Discuss in groups and point fingers at each other. (Students will point to both sides)

(3) Observe and compare, and know the characteristics of angles.

Through your imagination and careful observation, we have got many corners. Now the teacher asks you to observe the demonstration of the courseware carefully and see what the similarities are between these corners.

We call this point the vertex of the angle and two straight lines the edges of the angle.

Think about it, how many vertices and edges are there in each corner? (One vertex, two edges)

When we point to an angle, we must accurately point out the vertex and edge of the angle.

Complete the exercise:

(1) Which of the following figures are angles? Which ones are not horns?

(2) In the figure below, "√" is the angle, and "×" is not the angle.

2. Compare the perception angles.

The teacher demonstrated the sliding angle. Look at this angle. What changes have taken place in the angle? (Click on the courseware)

Students can intuitively see that the wider the straw, the greater the angle, and the closer the straw, the smaller the angle. Then demonstrate the process of comparing the sizes of angles through courseware, so that students can understand that the size of angles is related to the size of both sides, but not to the length of sides.

3. Learn to draw corners

(1) has solved so many problems, can you draw the corners? The teacher demonstrated drawing and said while drawing: Draw a vertex first, draw a straight line from the vertex, and then draw a straight line from the vertex in different directions.

(2) Students try to draw a picture, and teachers patrol and guide.

Tell the students how to draw it.

(3) Teacher: In order to enable students to operate correctly, please ask students to think about two questions: ① What do you need besides paper and pen when drawing corners; Emphasize straightedge. (2) What to draw when drawing a corner, so as to further consolidate the characteristics of the corner.

(4) Demonstrate the process of drawing corners with courseware, and exchange the order of drawing corners: draw vertices first, then draw edges. The use of animation further emphasizes the need to use a ruler when drawing corners. Students say to draw, and teachers follow. Students practice drawing corners, find some well-drawn works to show and give them full recognition.

Third, consolidate practice and expand application.

1, Teacher: We designed several angles of testing exercises to further consolidate our understanding of diagonal lines. Then ask the students to point out where there are corners in the picture.

2. Find out where the objects around you have corners. Students find corners from the surfaces of different objects around them, and feel that there is mathematics everywhere in life, which arouses students' autonomy and enthusiasm in learning.

Fourth, class summary, internalization and promotion.

What did you learn from this class today? Do you have any questions? Guide students to review and reflect on their achievements, so as to achieve the effect of internalization.

4. A preliminary understanding of teaching objectives:

1. Let the students know the angle preliminarily and know the names of each part of the angle.

2. Initially learn to draw an angle with a ruler (draw an angle from a point).

Teaching focus:

1. Know the names of the parts of the angle.

2. Initially learn to draw an angle with a ruler (draw an angle from a point).

Teaching difficulties:

Draw an angle (from a point) with a ruler.

Teaching methods:

Talk, lecture and practice.

Teaching preparation:

Textbooks, computers, physical projectors, students prepare activity corners made of red scarf, triangle, paper and two pieces of hard paper.

Teaching process:

First, dialogue import

Teacher: Students, do you like small productions? One day, Xiao Ming finished his work and suddenly began to cry, as if he had discovered a big secret: come and see, there are many red and five stars-

Student: Observe the cut pentagram.

Teacher: Yes, it's a horn. Students, you have observed very carefully.

Seeing this, what questions can you ask? (Ask questions in group discussion)

Possible questions are:

1. Where is the corner?

2. What is a horn?

Second, learn new knowledge.

Teacher: Where did you find the corner in the picture? Can you come up and point?

Student: Let's exchange observation angles and show them to the whole class at the front desk.

Teacher: Can you tell me what shape the observation angle is?

Student: Students can talk about diagonal feelings in their own words through their own perception.

Demonstrate the process of extracting corners from real objects (clock, triangle, sector). Tell what kind of figure is an angle with the figure just drawn.

Student: Understanding angle, understanding angle.

Teacher: Can you say every part of the horn?

Student: Students name the parts of the corner.

The teacher concluded that a corner has a vertex and two sides.

Teacher: Can you make a corner?

Student: Students do the corner independently. They may cut and pose according to the tips of the scene map, or they may make corners by drawing a picture and folding it.

Third, know the right angle.

Show me the scene map.

Teacher: Can you point out other corners on the map?

Student: Find the corner on the scene map.

Show:

Displays the angle extracted from the object.

Student: Look at the cognitive angle again.

Teacher: Look at these angles. What can you find?

Student: Group communication: Students may find that:

1. These angles are large and small.

2. The angles of the third picture and the fourth picture are the same.

Teacher: Such an angle is called a right angle, and we can mark it with a right angle symbol. You see, what does the right-angle symbol look like? Where else have you seen right angles?

Student: Mark right angles with right angle symbols. Students can find it in the classroom or other places.

Four. abstract

Students, what do you know about this class? What do you think of your performance?

Verb (abbreviation for verb) assigns homework.

Preview the next lesson in advance.

Reflection after teaching:

In this lesson, I will let the students observe the situation map and tell them what they see. Then I will let the students talk about the corner in the picture according to their own life experience, and then I will let the students find the corner in the classroom. This leads to diagonal understanding and learning.

A preliminary understanding of the perspective of teaching plans 5 I. Review objectives

1, know the length units of meters and centimeters, initially establish the length concepts of 1 meter and 1 centimeter, and know the teaching plans of 1 meter = 100 cm and 10 public classes.

2, will use a ruler to measure the length of the object and draw the length of the line segment.

3, will measure the length of the object.

4. Know the angle and right angle, and know the names of all parts of the angle.

5. Triangle will be used to judge whether an angle is a right angle; Can draw angles and right angles.

Second, review the important and difficult points

1, measure the length of the object correctly with a scale.

2. Conversion between meters and centimeters.

Step 3 draw. Specifies the length of the line segment.

4. Know right angles and draw right angles.

5. Symbols of angles and right angles are commonly used.

Third, teaching preparation teaching courseware

A few exercises

Fourth, the teaching process design

1, set doubts to stimulate interest

Teacher: I saw a composition written by a third-grade child yesterday and thought it was very funny. Today, I want to bring it to you. do you want to hear it ?

(Student: Thinking)

On Saturday morning, my mother and I went to Xinhua Bookstore by bus. The car traveled six centimeters and stopped at a crossroads. After getting off the bus, my mother and I walked about 10 cm and finally arrived at Xinhua Bookstore. There are so many books in Xinhua Bookstore! Bookstores are surrounded by bookshelves 2 cm high. I stood on tiptoe and compared it. The bookshelf is much taller than me! I chose an excellent composition on the bookshelf, which is 2m long, 14cm wide and 2m thick. I like this book very much, it is a good helper for my study!

Teacher: After listening to this child's composition, I found many people laughing! Tell me why you are laughing.

Student: The length unit in the composition is wrong.

Teacher: Can you point out what's wrong?

Health: ......

Teacher: How are you going to help the child revise his composition?

Health: ......

2. Review the main points

Teacher: It seems that the child must have failed to learn the unit knowledge of length units in the second grade, so he made so many jokes.

Teacher: If he wants you to help him make up lessons, what length do you want to tell him?

① What are the length units?

What's the relationship between meters and centimeters?

③ How to measure the length of an object with a ruler?

Which part of your body is about 1 meter long? Which part is about 1 cm in length?

⑤ Who can measure the length?

3. Consolidate exercises (reward five-pointed stars)

(1) Measure the length of an object whose starting point is not zero scale.

(2) Fill in the appropriate units.

⑶ Determine which segments are and measure the length of the segments.

(4) Estimated length (a reference, teaching plan "10 open class teaching plan". Estimate others)

4. Preliminary understanding of angle (introduction)

Teacher: Seeing the five-pointed star in their hands, do you remember another knowledge we learned not long ago?

Health: Horn

Teacher: You mean, this is a horn? Or is there a horn in it?

Health: It's a picture with corners in it.

Teacher: Then what is a horn? What are the characteristics of horns? )

Health: 1 vertex and 2 edges (2 edges cannot be bent)

Classification: (Courseware)

Teacher: Look carefully. Can you classify them? And explain why.

(Group communication)

(Designated report)

It is divided into two types: angle and non-angle (reason: angle is composed of 1 vertices and two sides) (non-angle is hidden), and the angles are arranged in a row from large to small.

Health: ③ ① ⑤

Teacher: How do you compare?

Health: you can compare them at right angles first, and then arrange them (you can arrange them directly according to the size of both sides)

Teacher: Figure ③ is so small, why is it the largest?

Health: both sides are big; It is related to the size of both sides.

The teacher shows the change diagram of 1 diagram.

Teacher: Which of these two angles is bigger? (Summary: The angle has nothing to do with the length of the sides, but only with the divergence of the two sides)

Teacher: Next, let's draw a corner. Draw a right angle first, then draw an angle larger than the right angle, and finally draw an angle smaller than the right angle. (Comment on the symbols drawn by students) Special emphasis is placed on right-angle symbols and general corners.

Teacher: What should I do if I want to know if it is a right angle?

Health: Compare right angles on triangles.

Teacher: Who can help me verify the 50 cents just now?

(name and posture)

Teacher: How did you set it up?

Health: the vertices are aligned, one side is aligned, and then the other side is aligned.

Teacher: Check the right angle you draw in the same way and correct the mistakes.

Teacher: We know angles before, and we know how to draw them. Is there anything else we haven't discussed about the angle?

Health: Count the horns.

Teacher: What is the most reliable way to count angles?

Student: Count with a pencil.