Can a high school math problem be written with instructional design?

As a teacher, we often have to write an excellent teaching design, which can improve teaching efficiency and quality. So what is an excellent instructional design? The following small series brings five teaching designs of high school mathematics teaching plans, I hope you like them.

Teaching design of high school mathematics teaching plan 1

I. teaching material analysis

1, the position and function of teaching materials: dihedral angle is a very common spatial figure that we often see in our daily life. "dihedral angle" is the content of the second volume of mathematics (9.7) of People's Education Press. It is a kind of space angle that students should focus on after learning the angle formed by two straight lines on different planes and the angle formed by straight lines and * plane. It is a concept put forward to study the perpendicularity of two planes, and it is also the basis for students to learn polyhedron further. So it plays a connecting role. Through the study of this lesson, it is also of great significance for students to systematically master the knowledge of straight lines and planes, and even to cultivate their innovative ability.

2. Teaching objectives:

Knowledge goal:

(1) Understand the concepts of dihedral angle and its * plane angle correctly, and use them to solve practical problems.

(2) Further cultivate students' thinking of transforming space problems into plane problems.

Ability goal:

(1) Emphasize the cultivation of exploratory thinking such as analogy, intuition and divergence to improve students' innovative ability.

(2) Strengthen students' hands-on operation ability by observing, analyzing, comparing and operating the graphics.

Moral education goal:

(1) Make students realize that mathematics knowledge comes from and serves for practice, and enhance their awareness of applied mathematics.

(2) By revealing the internal relations among lines, lines and planes, we can further cultivate students' dialectical materialism view of connection.

Emotional goal: in the teaching atmosphere, through the exchange, cooperation and evaluation between students and teachers, students, the emotional distance between students and teachers and students can be narrowed.

3. Key points and difficulties:

Key points: the concepts of dihedral angle and dihedral angle.

Difficulties: the formation process of the concept of "dihedral angle"

Second, the analysis of teaching methods

1. Teaching method: Multimedia and physical demonstration are used to introduce the topic, and problem initiation, activity exploration and analogy discovery are used to explore the new curriculum. When forming skills, I mainly use training method and inquiry discussion method.

2. Teaching control and adjustment measures: As multimedia and physics teaching AIDS are fully used in this course, I hope students can understand the concepts of dihedral angle and dihedral angle. According to the actual situation of students and teaching, it is difficult to estimate the specific solution of dihedral angle in one class, so it is put in the next class.

3. Teaching methods: The modernization of teaching methods is conducive to improving classroom efficiency and cultivating innovative talents. According to the teaching needs of this class, multimedia courseware is determined to assist teaching; In addition, in order to strengthen intuitive teaching, some dihedral angle models should be made in advance.

Third, study the guidance of law.

1. Enjoy learning: In the whole learning process, students should maintain a strong curiosity and thirst for knowledge, constantly strengthen their sense of innovation, devote themselves to learning and become the masters of learning.

2. Learning: While mastering the basic knowledge, students should pay attention to using mathematical thinking methods such as reduction, analogy and association, and learn to establish a perfect cognitive structure.

3. Learning: Through personal participation, students can understand two methods of knowledge innovation: reviewing analogy and in-depth research, so that they can not only learn knowledge, but also learn to innovate, which can not only solve problems, but also find problems.

Fourth, the teaching process

Psychological research shows that when students clearly understand the purpose and significance of learning mathematical concepts, they will have a strong interest in learning concepts. Create problem situations, stimulate students' innovative consciousness and create an atmosphere of innovative thinking.

(a), dihedral angle

1, revealing the conceptual background.

Problem situation 1. * What is the definition of "angle" in plane geometry?

Question situation 2. What other angles have we learned in solid geometry?

Question situation 3. Use multimedia and examples around us to show another kind of space we encounter-dihedral corner (the main body of blackboard writing).

Through these three questions, students' original cognitive structure can be opened to prepare for knowledge innovation. At the same time, let students understand that the concept of dihedral angle comes into being because it is inseparable from our life and stimulates students' thirst for knowledge.

2. Show the process of concept formation.

Question situation 4. So, how should we define dihedral angle?

Creating this problem situation provides a space for students to develop innovative thinking. Guide students to recall the introduction process of the concept of "angle" in plane geometry. Teachers should pay more attention to let students say that teachers should give positive comments on students' innovative consciousness and achievements.

Question situation 5. Can students give some examples of dihedral angles? Through practical application, students can be prompted to understand the concept more deeply.

(2), dihedral angle * surface angle

1, revealing the conceptual background. * In surface geometry, an angle can be understood as rotation, and the same dihedral angle can also be regarded as the rotation of a semi-* surface with its side as the axis, which is also rotation. It shows that the dihedral angle not only has size, but also has unique size. Generally speaking, there are only two situations in the positional relationship between * plane and * plane: intersection or * line. In order to further discuss the mutual position of intersecting planes, it is necessary for us to study the measurement of dihedral angle.

Question situation 6. How to measure dihedral angle? Can it be converted into * plane angle for processing? In this way, the background of the concept of dihedral angle is revealed from the need of measuring the size of dihedral angle.

2. Show the process of concept formation

(1), analogy. Inspired by the teacher, find the object of analogy and association.

Question Situation 7. Have we encountered similar problems before? Guide students to recall the two definitions of spatial angle they have learned before, and demonstrate them by computer to improve efficiency.

Question situation 8. What are the similarities between these two definitions? Health: The angle of space is always converted into the angle of * plane, and this angle is unique.

Question situation 9. How are the vertices and edges of the corners of this plane determined?

(2) Propose a conjecture: the size of dihedral angle can also be defined by the angle of * plane. Teachers should fully affirm students' guesses and cultivate students' awareness and habits of bold guesses, which is of great help to enhance students' innovative consciousness.

Problem situation 10. So, how to determine the vertex and sides of this angle? Health: the vertex is placed on the side, and the two sides are placed on two faces respectively. This is the result of students' intuitive thinking.

(3) Inquiry experiment. Through experiments, students' interest in learning is stimulated and their practical ability is cultivated.

(4) Continue to explore and get the definition.

Problem situation 1 1. So, how to make this angle unique? After discussion, teachers and students found that after the vertex of an angle is determined, in order to make the angle unique, only two sides of it need to be unique in the * plane, and connect it with the uniqueness of the vertical line passing through a point on a straight line in the * plane, and a description method of the dihedral angle size is found.

(5) Self-verification: Ask students to read the definitions in the textbook. And explain the rationality of the definition, teachers should give appropriate guidance and prove it theoretically.

(3) Drawing of dihedral angle and its * plane angle.

Mainly divided into vertical and horizontal, drawn by computer "geometric drawing board"

(4) Case analysis

In order to consolidate what students have learned, an example is set up because of the time. Originated from real life, it not only cultivates students' ability to analyze and solve problems, but also makes students understand that mathematical concepts come from and serve real life, thus enhancing their awareness of applying mathematics.

Example: Fold a regular triangular piece of paper ABc with a side length of 10 cm into a dihedral angle of 1200 with its high AD as the crease, and find out the distance between B and C at this time.

Analysis: When it comes to the calculation of dihedral angle, the key is to find (or make) dihedral angle. Guide students to make full use of the properties of known figures, and finally find that dihedral angle can be obtained by definition. Students can do it first. In order to arouse students' enthusiasm, increase their sense of participation and enliven the classroom atmosphere, teachers can give students the opportunity to perform. Teachers must prove that ∠BDc is the dihedral angle of B-AD-C when commenting.

Variant training: How many dihedral angles does the figure * have? Can you find out their size? According to the actual situation in class, the variant training of this problem can also be used as a thinking problem after class.

Reflection after the question: (1) In the process of solving the problem, it must be proved that ∠BDc is the * face angle of dihedral angle B-ad-C.

(2) The method of finding dihedral angle is: first find (or make)-then prove-then solve (triangle).

(5), practice, summary and homework

Exercise: Question 3 of Exercise 9.7.

After summarizing and reviewing the concepts of dihedral angle and its * plane angle, students are asked to compare and summarize three kinds of angles in space to help them establish the concept system of space middle angle. At the same time, students are required to summarize the learning methods of this lesson and understand two methods of knowledge innovation: reviewing analogy and in-depth learning.

Homework: Exercise 9.7 Question 4.

Thinking questions: See examples.

Five, blackboard design (see courseware)

The above is my tentative idea of dihedral angle teaching. Please criticize and correct me. Thank you!

Teaching design of high school mathematics teaching plan II

Teaching objectives

1. The structural features of prism, pyramid, cylinder, cone, frustum, frustum and sphere will be summarized in language.

2. Space objects can be classified according to their geometric characteristics.

3. Improve students' observation ability; Cultivate students' spatial imagination and abstract tolerance.

Emphasis and difficulty in teaching

Teaching emphasis: let students feel a large number of space objects and models, and summarize the structural characteristics of columns, cones, platforms and balls.

Teaching difficulties: generalization of structural characteristics of column, cone, platform and ball.

teaching process

1. scene import

Teachers ask questions, guide students to observe, give examples and communicate with each other, put forward what they have learned in this lesson and show the topics.

2. Show the target and check the preview

3, cooperative exploration, exchange and display

(1) Guide the students to observe the geometric objects of the prism and the pictures of the prism, and tell them what their respective characteristics are. What are their similarities and differences?

(2) Organize students to discuss in groups, and one student in each group will publish the results of the group discussion.

On this basis, the main structural characteristics of the prism are obtained.

(1) has two parallel faces;

(2) All other faces are quadrilateral;

(3) The public sides of every two adjacent upper quadrangles are parallel to each other. Summarize the concept of prism.

(3) Question: Please list the prisms around you and classify them.

(4) In a similar way, let students think, discuss and summarize the structural characteristics of pyramids and truncated cones, and draw related concepts, classifications and representations.

(5) Let students observe the cylinder and demonstrate the physical model, and summarize the cylinder and related concepts and the representation of the cylinder.

(6) Guide students to think about the structural characteristics of cones, frustums and spheres in a similar way, as well as related concepts and representations, and guide students to think, discuss and summarize with the help of physical model demonstration.

(7) The teacher pointed out that cylinders and prisms are called cylinders, frustums and frustums are called frustums, and cones and pyramids are called cones.

4. Questioning the defense, solving problems and dispelling doubts, developing thinking, teachers asking questions and making students think.

(1) Is the geometry of a quadrilateral where two faces intersect and the rest are followed by a * line a prism (give a counterexample)?

(2) Can any two * faces of the prism be used as the bottom face of the prism?

(3) Cylinders can be rotated by rectangles, cones can be rotated by right triangles, and frustums can be rotated by what figures? How to rotate?

(4) What is the relationship between prism and pyramid? What about frustum, cylinder and cone?

(5) Is the geometry around one side of a right triangle necessarily a cone?

5. Typical examples

Example 1: Judge whether the following statement is correct.

(1) A geometric figure with one face being a polygon and the other face being a triangle is a pyramid.

If two faces are parallel to each other and the other face is trapezoidal, then this geometry is a prism.

Answer A B

6. Classroom test:

Textbook P8, question 1. 1 A, question 1.

Summarize and sort out

What did the students learn?

blackboard-writing design

I. Structure of Column, Cone, Table and Ball

Second, examples

Example 1

Variable 1, 2

work arrangement

Practice and improvement of extracurricular tutoring plan

1. 1. 1 structural characteristics of columns, cones, platforms and balls

Pre-class preview study plan

First, preview the target:

Explore the structural characteristics of columns, cones, platforms and balls through graphics.

Second, preview content:

Read pages 2-6 of the textbook and fill in the blanks.

The concept of (1) polyhedron: called polyhedron,

The face of a polyhedron is called the edge of a polyhedron.

It is called the vertex of a polyhedron.

(1) prism: two faces, all other faces, and the common edge of every two adjacent quadrangles. The geometric figure enclosed by these faces is called a prism.

② Pyramid: a triangle with one face and other faces. The geometry surrounded by these faces is called a pyramid.

(3) Prism: A pyramid is cut with the * plane at the bottom of the pyramid, which is called prism.

(2) The concept of rotating body: it is called rotating body and its axis.

(1) cylinder: A closed geometry is called a cylinder.

② Cone: A closed geometry is called a cone.

③ frustum: This part is called frustum.

④ The definition of ball

Thinking:

(1) Try to analyze the difference between polyhedron and rotator.

(2) What is the difference between spherical spheres?

(3) What's the difference between a circle and a ball?

Third, ask questions.

Students, through your independent study, what doubts do you have? Please fill them in the form below.

Suspicion of what? Suspicion of what?

Teaching design of high school mathematics teaching plan 3

First, the teaching objectives:

Master the concept, coordinate representation and operational properties of vectors to achieve mastery. The related properties of vectors can be applied to solve problems such as * plane geometry and analytic geometry.

Second, the teaching focus:

Properties of vectors and comprehensive application of related knowledge.

Third, the teaching process:

(1) Main knowledge:

1, master the concept, coordinate representation and operational properties of vectors, and be able to apply the related properties of vectors to solve problems such as * plane geometry and analytic geometry.

(B) Case analysis: omitted

Fourth, summary:

1, further proficient in vector operation and proof; Can use the knowledge of triangle solution to solve related application problems,

2. Infiltrate the idea of mathematical modeling and effectively cultivate the ability to analyze and solve problems.

Verb (short for verb) Homework:

leave out

Teaching design of high school mathematics teaching plan 4

Teaching objectives

(1) Understand the concepts of four propositions;

(2) Understand the relationship between the four propositions and write the other three forms from the original proposition;

(3) Understand the relationship between the truth value of one proposition and the truth values of the other three propositions;

(4) Master the concept of reduction to absurdity and the basic steps of proof by reduction to absurdity;

(5) To cultivate students' logical reasoning ability by studying the relationship between the four propositions;

(6) Carry out dialectical materialism education through understanding the existence and relativity of the four propositions;

(7) Cultivate students' simple reasoning ability by reducing to absurdity, so as to develop students' thinking ability.

Teaching emphases and difficulties

Focus: the relationship between the four propositions; Difficulties: the application of reduction to absurdity.

Teaching process design

The first lesson: four propositions

First, the introduction of new courses.

Exercise 1. Rewrite the following proposition into the form of "If P is Q":

(l) At the same angle, two straight lines * straight lines;

(2) The four sides of a square are equal.

2. What is a reciprocal proposition? What is the inverse proposition of the above proposition?

The key to writing a proposition in the form of "if p is q" is to find the condition p and q conclusion of the proposition.

If the condition of the first proposition is the conclusion of the second proposition and the conclusion of the first proposition is the condition of the second proposition, then these two propositions are called mutual propositions.

The Tao propositions of the above propositions are "If four sides of a quadrilateral are equal, it is a square" and "If two straight lines are parallel, the congruent angles are equal".

It is worth pointing out that the original proposition and the inverse proposition are relative. We can also take the inverse proposition as the original proposition and find its inverse proposition.

3. Is the original proposition true and the inverse proposition necessarily true?

The original proposition of "same angle, two straight lines * straight lines" holds, and so does the inverse proposition. However, the original proposition that "the four sides of a square are equal" does not hold, so the original proposition holds, and the counter proposition does not necessarily hold.

Student activities:

Answer: (l) If the isosceles angles are equal, then two straight lines * straight lines; (2) If a quadrilateral is a square, then its four sides are equal.

Design intent:

By reviewing old knowledge, we can lay a foundation for learning negative propositions and negative propositions.

Second, the new lesson

The proposition "equal angle, two straight lines * straight lines" can not only constitute its inverse proposition, but also other forms of propositions?

Narration can deny the conditions and conclusions of the original proposition respectively, which constitutes "if the angles of homology are not equal, the two straight lines will not * line", which is called the negative proposition of the original proposition.

Question: Can we form its negative proposition from the original proposition "the four sides of a square are equal"?

Student activities:

Answer: If a quadrilateral is not a square, then its four sides are not equal.

Teacher activities:

The condition and conclusion of one proposition are the negation of the condition and conclusion of another proposition respectively. These two propositions are called negative propositions. One of them is called the original proposition and the other is called the negative proposition of the original proposition.

If p and q are used to represent the conditions and conclusions of the original proposition, p and q are used to represent the negation of p and q, respectively.

Original proposition of blackboard writing: if p is q;

There is no proposition: if ┐p, then q┐.

Ask whether the original proposition is true or not, must it be true? Like what?

Student activities:

Answer after the lecture:

The original proposition "same angle, two straight lines * lines" holds, but its negative proposition "same angle is not equal, two straight lines are not * lines" does not hold.

The original proposition that four sides of a square are equal is true, but its negative proposition that if a quadrilateral is not a square, its four sides are not equal is not true.

From this, we can get the true value of the original proposition, but its negative proposition is not necessarily true.

Design intent:

Through questioning and discussion, let students study how to form a negative proposition from the original proposition and judge whether it is true or not, so as to arouse students' enthusiasm for learning.

Teacher activities:

The problem proposition "Equal angle, two straight lines * straight lines" can constitute other propositions besides its inverse proposition and negative proposition.

Student activities:

Answer after discussion

To sum up, the conditions and conclusions of this proposition can be interchanged, and then the new conditions and conclusions can be denied respectively, forming the proposition that "if two straight lines do not coincide, the congruence angle is not equal", which is called the inverse proposition of the original proposition.

Teacher activities:

What is the negative proposition of the original proposition "four sides of a square are equal"?

Student activities:

Answer: If the four sides of a quadrilateral are not equal, it is not a square.

Teacher activities:

The condition and conclusion of one proposition are the negation of the conclusion and condition of another proposition respectively. These two propositions are called reciprocal negative propositions. One of them is called the original proposition and the other is called the negative proposition of the original proposition.

The original proposition is "If P is Q" and the counter proposition is "If Q is P".

Is it true that "if two straight lines are not aligned, the congruence angle is not equal"? Is it true that a quadrilateral is not a square because its four sides are not equal? If the original proposition is true, is the negative proposition also true?

Student activities:

Answer after discussion

These two negative propositions are both true.

The original proposition holds, so does the negative proposition.

Teacher activities:

Find the truth of the original proposition and the truth of the other three propositions.

What does it matter if it's fake? For example?

Summary 1. The original proposition is true, but its inverse proposition is not necessarily true.

2. The original proposition is true, but its negative proposition is not necessarily true.

If the original proposition is true, its negative proposition must be true.

Design intent:

Through questioning and discussion, let students study how to form a negative proposition from the original proposition and judge whether it is true or not, so as to arouse students' enthusiasm for learning.

Teacher activities:

Third, classroom exercises.

1. If the original proposition is "If P is Q", how are the other three propositions expressed? Please write it in the box.

Student activities: written answers

Teacher activities:

2. Write the relationship between the propositions at both ends of the arrow according to the arrow given in the above picture? For example?

Student activities: answer after discussion

Design intent:

Let the students draw their own pictures and master the forms and relationships of the four propositions.

Teacher activities:

Teaching Design of Math Teaching Plan 5 in Senior High School

First, the teaching objectives

1. Based on the knowledge of the original proposition and the inverse proposition in junior high school, I got a preliminary understanding of four propositions.

2. Given a relatively simple proposition (original proposition), we can write its inverse proposition, negative proposition and negative proposition.

3. Cultivate students' logical reasoning ability by learning the relationship between the four propositions.

4. Initially cultivate students' mathematical thinking by reducing to absurdity.

Second, teaching analysis

Key points: four propositions; Difficulties: the relationship between the four propositions

1, this section first gives the concepts of four propositions from the propositional knowledge of junior high school mathematics, and then tells the relationship between the four propositions. Finally, on the basis of junior high school, combined with the knowledge of the four propositions, it further explains the reduction to absurdity.

2. In teaching, we should pay attention to controlling the teaching requirements. This section only deals with relatively simple propositions, and does not study the inverse propositions, negative propositions and negative propositions of propositions with logical conjunctions "or" and "not".

3. The proposition in the form of "If P is Q" is also a compound proposition, in which P and Q can be propositions or open sentences, such as the proposition "If, then X and Y are both 0", in which P and Q are open sentences. For students, it is only necessary to distinguish the conditions and conclusions in the proposition "If P is Q", and it is not necessary to consider whether P and Q are propositions or open sentences.

Third, teaching means and methods (demonstration teaching method and step-by-step introduction method)

1, enter the topic in the form of stories.

2. Multimedia presentation

Fourth, the teaching process

(1) Introduction: An interesting joke related to the proposition in life: Someone wants to invite A, B and D to dinner, and when the time is up, only A, B and C will keep the appointment on time. Ding called and said, "I can't attend something." The host said casually, "The one who should have come didn't come." A changed his face and left without saying a word. The host paused and added, "Oh, I shouldn't have left." B was furious and left. The host realized at this moment and said, "I'm not talking about you." At this time, C was furious and left without saying goodbye. Four guests didn't come Those who came didn't come, and those who came left. The host offended three families by not treating them. Everyone must think that this person can't talk, but have you thought about the mathematical thought contained in it? Through the study of this lesson, we can uncover its true face, and the students' excitement is firmly grasped and eager to try!

Design intention: Create scenarios to stimulate students' interest in learning.

(2) Review questions:

1. What are the conditions and conclusions of the proposition "Equal angle, two straight lines * straight lines"?

2. With "same angle, two straight lines * straight lines" as the original proposition, what is its inverse proposition?

3. Is the original proposition true and the inverse proposition necessarily true?

The original proposition of "same angle, two straight lines * straight lines" holds, and so does the inverse proposition. However, the original proposition that "the four sides of a square are equal" does not hold, so the original proposition holds, and the counter proposition does not necessarily hold.

Student activities:

Answer: (1) If the isosceles angles are equal, then two straight lines * straight lines; (2) If a quadrilateral is a square, then its four sides are equal.

Design intention: To lay a foundation for learning negative propositions and negative propositions by reviewing old knowledge.

(3) New lesson explanation:

1. The condition of the proposition "same angle, two straight lines * straight lines" is "same angle" and the conclusion is "two straight lines * straight lines"; If we take "same angle, two straight lines * straight lines" as the original proposition, its inverse proposition is "two straight lines * straight lines, same angle". That is, taking the conclusion of the original proposition as the condition and the condition as the conclusion, the obtained proposition is called the inverse proposition of the original proposition.

2. If the condition and conclusion of the proposition "same angle, two straight lines * lines" are denied at the same time, a new proposition "same angle is not equal, two straight lines are not * lines" will be obtained, which is called the negative proposition of the original proposition.

3. The conditions and conclusions of the proposition "same angle, two straight lines * lines" are interchanged and denied at the same time, and a new proposition "two straight lines are not * lines, and the same angle is not equal" is obtained, which is called the inverse proposition of the original proposition.

(4) Organize discussion:

Ask the students to sum up what is a proposition and what is a negative proposition.

Example 1 and example 2

(5) Question in class: Is it true that "if two straight lines are not aligned, the same angle is not equal"? Is it true that a quadrilateral is not a square because its four sides are not equal? If the original proposition is true, is the negative proposition also true?

Student activities:

Answer after discussion

These two negative propositions are both true.

The original proposition holds, so does the negative proposition.

Guide students to discuss the truth value of the original proposition and the truth values of the other three propositions.

What does it matter if it's fake? For example, students spoke enthusiastically.

(6) class summary:

1. Generally speaking, when P and Q respectively represent the conditions and conclusions of the original proposition, and P and Q respectively represent the negation of P and Q, the forms of the four propositions are as follows:

If the original proposition is p, then q;

The inverse proposition is p if q; (Exchange the conditions and conclusions of the original proposition)

No proposition, if ￢ p ￢ q; (At the same time, the conditions and conclusions of the original proposition are denied)

If the negative proposition is ? Q ￢ P. (exchange the conditions and conclusions of the original proposition and deny them at the same time)

2, the relationship between the four propositions

(1). The original proposition is true, but its inverse proposition is not necessarily true.

(2) The original proposition is true, but its negative proposition is not necessarily true.

(3) If the original proposition is true, its negative proposition must be true.

(7) introducing kickbacks.

Analyze the paragraphs in the introduction, discuss first, and then summarize: Now let's analyze the four sentences that the host said:

The first sentence: "What should have come didn't come."

Its negative proposition is "the one who shouldn't have come". A thought he shouldn't have come, so A left.

The second sentence: "people who shouldn't leave", whose negative proposition is "people who should leave haven't left", B thinks he should leave, so B also leaves.

The third sentence: "I didn't mean you (referring to B)" is true, but it's not true. If "I said you" is false, it means that he (refers to C) is true. So, C thought he was talking about himself, so C also left.

Students, life is full of mathematics, looking forward to our eyes that are good at discovering.

Verb (short for verb) homework

1. Let the original proposition be "if"

Break its true and false, then ",write its inverse proposition, negative proposition and negative proposition, and judge them separately.

2. Assume that the original proposition is "at that time, if, then", write its inverse proposition, deny fate, deny proposition, and judge their authenticity respectively.

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Five Extended Readings on Teaching Design of Mathematics Teaching Plan in Senior High School

5 High School Mathematics Teaching Plan Teaching Design (expansion 1)

-10 high school math teaching plan.

High school mathematics teaching plan 1

1. Students can be strict with themselves through school rules and class rules. Strong sense of collective honor, serious learning attitude, hard-working, willing to work hard and stable grades. Living a hard and simple life, being warm and generous to others, he is a good student with a solid foundation and excellent moral character.

Students can strictly abide by the school rules and regulations. Respect teachers and unite students. Love the group, actively cooperate with other students to do class affairs, and work actively. I study hard, I am diligent and eager to learn, my academic performance is stable, my style of study and work is practical, I insist on going out of Man Qin, I can actively participate in social practice and cultural and sports activities, and I am active in my work. He is a well-developed student.

3. You are the class committee supported by classmates and trusted by teachers. You are smart, sensible, intelligent, confident, generous and optimistic, and you are an example for students to learn. You cherish the collective honor, have strong working ability, and always help the teacher to finish the class work in time. You are the teacher's right-hand man. You have an open mind and a distinct personality, and it is commendable that you can speak your mind boldly. And your explosive power on the sports field, let teachers and students marvel! The potential is very deep, and I hope to be gradually discovered in high school!

4. You are a careful girl with delicate and rich feelings. Every time I look at you seriously, the teacher is very moved. You are lucky, too. There are many people around you who care about you. So, remember not to be too rash and willful to them, especially to parents. Learn to be considerate, empathetic and sensible.