Teaching design and thinking of graphic understanding in primary schools

The introduction teaching design of # Primary Olympiad # is an idea and scheme to arrange the teaching elements in order and determine the appropriate teaching scheme according to the requirements of curriculum standards and the characteristics of teaching objects. Generally, it includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation. The following is the relevant information compiled by KaoNet. I hope it helps you.

Tisch

I. Know the quadrilateral 1. Show me the floor tile map. Teacher: This is a floor tile for decoration. What shape is the surface of this floor tile? (Rectangle) Then we take out the prepared rectangular paper to represent this surface and count how many sides this rectangle has. The teacher has a question: where is the "edge" on this rectangle? (Guide the students to talk).

2. Teacher: Who will touch it and count it for everyone? (all sides)

3. Normal means: 1, 2, 3, 4, and a rectangle has four sides.

4. Teacher: What shape is the surface of this floor tile? (Square) Then we take out the prepared square paper to represent this surface and count how many sides the square has. Who will touch it and count it for everyone? (all sides)

Requirements: the whole class counts together.

5. Teacher: Now who can tell us how many sides there are on each side of these two floor tiles? (Each has four sides. Students answer the blackboard: all around. ) teacher: because they all have four sides, they are all quadrilateral. (Answer the blackboard: quadrilateral)

Who can say why it is a quadrangle? (Because they all have four sides)

Yes, because they all have four sides. (The teacher said, mark their four sides by hand. )

Teacher: (showing irregular quadrilateral drawings) Is this a quadrilateral? (Yes) Why? (Because it has four sides)

Show the picture below again and ask the students to judge whether it is a quadrilateral. Why not quadrilateral? Teacher: Yes, the figure surrounded by four sides is a quadrilateral. (The teacher said and drew four sides. )

Second, understand pentagons and hexagons.

1, know the Pentagon.

Talk: Son, we just met the quadrangle. Now the teacher cuts a triangle on a square piece of paper. What figures are left? (discuss with each other at the same table)

If you give it a name, what do you want to call it? (Pentagon) Why is it called Pentagon? (Because it has five sides) Blackboard: A Pentagon with five sides.

Teacher: (takes out the irregular pentagon) Is this a pentagon? (Yes) Why is it a pentagon? (Because it has five sides) Stick the pentagonal picture on the blackboard.

Who can tell me what kind of figure a Pentagon is? A figure surrounded by five sides is a pentagon. )

2. Guide the students to observe the two hexagons drawn on the blackboard. Ask the students to count how many faces there are and say how many faces there are. What is a polygon?

Can you give it a name? (hexagon, blackboard writing: hexagon)

Teacher: (takes out the irregular hexagonal figure) Is this a hexagon? (Yes) Why six?

Edge shape? (Because it has six sides) Who can tell me what a hexagon is like? A figure surrounded by six sides is a hexagon. )

Teacher: Just now, we met quadrangles, pentagons and hexagons together. Now, let's play a super stick game, which requires us to build a specified figure with the least number of sticks.

Teacher: Listen to the request, build a quadrilateral with the least sticks, and start. The students started to operate quickly, and the teacher made a patrol inspection. ) Question: How many sticks did you use? (4 pieces)

Teacher: Next, please change the pentagon to see who moves fast. The students started to operate quickly, and the teacher made a patrol inspection. ) Hey, how did you build it so quickly? (Student answers) Then who can talk about getting five?

How many sticks does a polygon need at least? (5 pieces)

Teacher: Finally, please change to hexagon and start. The students started to operate quickly, and the teacher made a patrol inspection. )

Who can tell how many sticks are needed to make a hexagon?

Three. abstract

Holding a stick, we know that a quadrilateral is surrounded by four sides, a pentagon by five sides and a hexagon by six sides. How many sticks do you need if the teacher asks you to make another heptagon? (7) How many sides are there? (Article 7) What about octagon? (8) What about hexagons? (16) By the way, a figure surrounded by several sides like this is called a polygon, just like the name * * *.

extreme

1. teaching material analysis: This course is the content of Unit 4 "Interesting Graphics" in the compulsory education standard experimental textbook (Beijing Normal University Edition). The textbook starts with drawing (printing) the surface of simple geometry and introduces plane graphics, so that students can intuitively understand some plane graphics and experience the head system of plane graphics and simple geometry. This reflects the design idea from three-dimensional to plane. The teaching content of this course is taught after the students have learned three-dimensional figures such as cubes, cuboids, cylinders and spheres, which lays the foundation for further learning geometry knowledge in the future.

Second, the teaching objectives:

Knowledge goal: through observation, operation and other activities, we can initially recognize and identify rectangles, squares, triangles and circles, and realize that "face" is on "body".

Ability goal: form space concept and innovation consciousness in the process of hands-on operation.

Emotional goal: through the extensive use of graphics in life, I feel that mathematics knowledge is closely related to life and stimulate students' interest in mathematics learning.

Teaching focus

Can recognize these four kinds of graphics.

Teaching difficulties

Experience the face in the body.

Third, teaching ideas

This teaching activity presents the teaching content in the mode of "problem situation-modeling-explanation and application", focusing on letting students experience the process of exploration and modeling from three-dimensional to plane, paying attention to students' development and emphasizing the cultivation of students' spatial concept. When introducing new lessons, we mainly use conversation method to connect three-dimensional graphics with plane graphics, and when teaching examples, we mainly use the method of operating experiments to let students experience face to face in the process of hands-on. Through "touching, looking and drawing", we can distinguish triangle, circle, rectangle and square on the basis of intuitive feeling, and realize "face in the body"

Teaching preparation

Multimedia courseware, some three-dimensional graphics, some plane graphics, white paper, crayons, etc.

Fourth, the teaching process

First, create situations and introduce new lessons.

Teacher: Today, the teacher invited some old friends to everyone. Who are they? Please see: (The courseware shows cuboids, cubes, cylinders and triangular prisms)

Teacher: There is such an object on the children's desks. Please take out the objects on the desktop and follow the teacher to touch one side of the objects. Tell me how you feel. (Perceptual surface is on the body)

Health: Smooth.

Second, exchange operations and explore new knowledge

1, say it

Teacher: Then how can we put such plain noodles on paper?

The deskmate discussed: How are you going to move such a flat surface to paper?

Students report and communicate.

Health 1: I want to use inkpad ...

Health 2: I use a marker. ...

Health 3: I covered it with paper and folded the corner marks.

……

Step 2 move it.

Teacher: The children are amazing. They came up with so many good ideas. The teacher prepared a piece of paper for everyone. Please move one side of the object in your hand to the paper in your favorite way.

Hands-on operation. Pay attention to the students' homework during the patrol. )

Report:

Teacher: I want to ask some students to show you your work. Can you tell me from which object you moved this portrait to where?

1: I moved this figure away from this side of the cuboid.

Teacher: You speak very well. Do you think the graphics he moved are the same as those moved by the teacher? In the same way, the teacher shows a rectangle on the blackboard. Let's ask another student to show his work. Can you tell me from which object you moved this portrait to where?

Health 2: ...

The teacher shows squares, triangles and circles in turn according to the students' answers.

Teacher: The children can't recognize it. They show one side of an object in different ways. In this way, the plane of an object is represented as a plane figure. Such a figure is called a plane figure. (revealing the theme: understanding graphics)

3. I recognize it

Teacher: Let's observe these plane figures together. Do you know their names?

Student: ... (When the students answer, the teacher writes these names on the blackboard)

Teacher: The children are amazing. You know their names. How do you remember them?

1: Rectangles and squares have four angles, triangles have three angles, and circles have no angles.

Health 2: ...

4, teacher summary (omitted)

Third, consolidate and deepen, migrate and expand.

1, one point

Work together at the same table to classify the graphics in the envelope bag. After classifying, say what you classify according to.

2, put a pendulum

Work together at the same table to put out these plane figures with sticks (students name two students and demonstrate them on the blackboard at the same time)

Report; What posture are you posing for? How many sticks did you put?

Health: ...

Teacher: there is a number that no one has put out. What is this?

Health: Round.

Teacher: Why can't the circle come out?

Health: A circle has no horns and a stick is straight, so ...

3. I recognize it

The courseware shows: What shapes are these traffic signs? (Students introduce the role of traffic signs while recognizing and infiltrate traffic safety education. )

Step 4 look for it

Where have you seen such a figure in your life?

Students report and communicate.

Fourth, the whole class summed up and began to puzzle.

Teacher: What did we learn together today? (Know the graphics) What graphics do you know? (rectangle, square, triangle, circle), then can you spell out a beautiful pattern with these figures? Please spell it out with the figures in the envelope. After you spell it, tell me what figure you spell. How many rectangles, squares, triangles and circles did you use to spell this figure?

Put it together and show it.

Tisso

Reflections on the Teaching of Understanding Graphics This lesson is a preliminary understanding of cuboids, cubes, cylinders and spheres. The teaching of this course requires students to understand the actual situation.

Identify these figures, but students are not required to accurately express their characteristics. "Mathematics comes from life and serves life" is based on students' learning.

I used to know some about these three-dimensional graphics, so in teaching, students should observe and touch the graphics from their real life.

Through teaching activities, deepen students' understanding of graphics. The teaching purpose of this course is mainly to let

Students observe the real objects in life, classify them by hand, cooperate in groups, summarize the names of four kinds of three-dimensional graphics, and cultivate students' initial observation, imagination and sports ability.

The ability of hands-on operation and communication can improve students' interest in learning mathematics and make them feel the connection between mathematics and real life.

The better aspect of this class teaching is that I designed the situation in the dialogue before class, which improved the students' learning enthusiasm. In the lead-in, I let students know life and observe it.

Common objects such as hands-on operation are classified according to different shapes. Besides, I can guide students to observe different objects.

The names of sphere, cylinder, cube and cuboid are summarized, and the mathematical content comes from real life. Through a large number of physical objects provided by teachers

With the most intuitive feelings, let students realize that "mathematics comes from life". Through group cooperation, classify objects by hand and observe each one after classification.

The characteristics of an object abstract the name of each solid. In line with students' cognitive laws. The understanding of each kind of figure has gone through introduction-abstraction-

Giving the graphic names of the three steps is helpful for students to establish the representations of balls, cylinders, cubes and cuboids on an intuitive basis. Pass and list what you see in your life.

Physical objects help students to closely link the knowledge in textbooks with real life.