Lecture draft of statistical graph of broken lines

As an unknown and selfless educator, we often need to use lecture notes, which can better improve teachers' theoretical literacy and ability to control teaching materials. How to focus the lecture draft? The following is a model essay on the lecture draft of "statistical graph of broken lines" that I collected for you. Welcome to share it. The lecture draft of "statistical graph of broken lines" 1

The content of my lecture is "statistical graph of broken lines" in the first class of Unit 7, Volume II, Grade Four of six-year primary school mathematics. I will give lectures from the following six aspects.

1. Speaking of teaching material

This unit of "Broken Line Statistical Chart" 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 statistical charts to express statistical results, they will once again know a new statistical chart-broken line statistical chart, and their statistical knowledge will be developed again after this class. This lesson is the first lesson of this unit, which is mainly to know the broken line statistical chart and understand its characteristics. Based on the above understanding, I set the teaching objectives of this course as follows:

2. Talking about the teaching objectives

Knowledge and skills:

1. Understanding the broken-line statistical chart on the basis of the bar statistical chart and knowing its characteristics.

2. Mathematical problems can be found from statistical charts of broken lines, 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".

Emotion and values:

Through the simple analysis of data, we can further understand the significance and role of statistics in life and experience the value of mathematics.

The teaching emphasis of this course is designed as follows:

Understanding the statistical chart of broken lines and understanding its characteristics

The teaching difficulty lies in:

Being able to analyze the data change trend according to the statistical chart and data.

Teaching key:

Further understand the role of statistics in real life.

Third, talk about the teaching concept

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, which made the statistical knowledge closely related to life. Provide realistic materials, so that students can independently explore and cooperate in groups to discover mathematics knowledge and experience that mathematics is around us in the process of analyzing and interpreting data.

Fourth, didactic law

Teaching method: According to students' age characteristics and psychological characteristics, as well as their current knowledge level, the teaching of this class is based on independent inquiry. I mainly adopt teaching methods such as creating situations, guiding inquiry, group cooperation and organizing exchanges, so that as many students as possible can actively participate in the learning process. Create a relaxed and efficient learning atmosphere for students.

Learning method: The New Curriculum Standard points out that effective mathematics learning can't 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 the topics that students are interested in, and guide students to pay attention to the mathematics around them, so that students can experience mathematics learning methods such as observation, generalization, imagination and migration, and let every student speak, do and use his head in the interaction between teachers and students. Cultivate students' initiative and enthusiasm in learning.

V. Speaking teaching process:

(1) Stimulating interest introduction: Starting from the reality of life, show the pictures of Qufu tourism, and draw out the statistics of the number of Confucius Temple tourists in recent years. Stimulate students' interest, and directly introduce "broken line statistical chart" from statistical table and bar statistical chart.

(2) Explore new knowledge:

1. Students independently observe the whole and get a preliminary understanding of the broken-line statistical chart. Know the name of statistical chart and the composition of broken line statistical chart.

2. On this basis, show the questions, and let the students discuss and study in groups with questions. In the process of cooperation, let the students realize how much data can be seen through points, and the increase and decrease of the number can be seen through the ups and downs of broken lines. Ask the students to describe the ups and downs of the broken line with their hands when reporting. Preliminary experience shows that the inclination angle determines the increase or decrease of quantity. Further understanding of broken line statistical chart.

3. At this time, show two statistical charts for students to observe and compare independently, think about the similarities and differences between the two statistical charts and speak freely. On the basis of the students' speeches, the teacher timely concluded that the bar chart can clearly see the quantity, while the broken line chart 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 their ability of induction and overview.

Mathematics comes from life and is applied to life. Let's enter the third link:

(3) Application of knowledge:

1. Use the broken-line statistical chart of patients' temperature changes to realize the practical role of the broken-line statistical chart.

2. Statistics of gold medals won in the 24th to 29th Olympic Games in China. Here, I arranged a short video of Chinese 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 once again arouse their learning enthusiasm through this video.

3. Little discriminator. By distinguishing whether it is appropriate to draw a statistical chart in this way, students can further clarify that the advantage of a broken-line statistical chart is that they can clearly see the increase and decrease of the number, and this statistical content is mainly to count the number of various stationery, so it is not appropriate. So that students can understand that they should choose the appropriate statistical chart according to the statistical content. Flexible use of knowledge.

In a class, most children should have enough food and some children should eat well, so I designed the fourth part.

(4) knowledge expansion: do you know through? Let students know the origin and development of statistical knowledge and enrich their mathematical literacy.

A lesson is patched together with scattered knowledge. In order to give students an overall understanding of knowledge, I finally designed the fifth link.

(5) class summary. Let the students review this lesson and talk about their gains. Achieve the purpose of combing knowledge and forming a knowledge system.

VI. Design of blackboard writing

Try to be concise and clear in blackboard writing design, which fully reflects the key points and difficulties of this lesson.

blackboard design:

point: quantity

line: quantity change

broken-line statistical chart can not only see the quantity, but also see the increase and decrease of the quantity. The lecture draft 2

of the statistical chart of broken lines says that the teaching material

The statistical chart of broken lines is the content of the second volume of the fourth grade. 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 the statistical results, and once again know a new statistical chart-simple statistical chart. The characteristics of simplex broken-line statistical chart can not only represent the quantity of a quantity, but also represent the increase and decrease of a quantity. The content of this lesson is to prepare for the future compound broken-line statistical chart, and to lay the foundation for the future statistical chart analysis by correctly reading the statistical chart.

Speaking of teaching objectives

Based on the above understanding, I set the teaching objectives of this lesson "Broken Line Statistical Chart" as follows

1. Understand the broken line statistical chart on the basis of the bar statistical chart, understand its characteristics, and initially understand the process of drawing statistical charts.

2. According to the statistical chart of broken lines, students can describe, analyze data and solve problems, so that students can realize the close relationship between mathematics and life.

3. According to the characteristics of broken-line statistical charts, we can learn to predict the results or trends of problems according to the changes of data, and realize the realistic role of broken-line statistical charts.

4. Cultivate students' patriotism of loving the Olympic cause in the process of 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.

Speaking of teaching philosophy

I have established "Feel that there is mathematics everywhere in life and use mathematical knowledge to solve practical problems in life."

Based on this concept, I try my best to connect 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 boring of traditional mathematics classes and gives them new vitality. Introducing the Olympic Games, drawing with Lele's thermometer, and practicing with the boss to select personnel for further study, so as to 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.

The teaching method of speaking

aims at students' age characteristics and psychological characteristics, as well as their current knowledge level. I mainly adopt teaching methods such as talking, 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, experience the joy of success together with students, and create a relaxed and efficient learning atmosphere. In particular, the process of drawing points in courseware demonstration makes students clearly understand the process of drawing, and the characteristics that the rising, falling and tilting angles of courseware demonstration line segments determine the increase and decrease range, thus breaking through the difficulties of drawing and summarizing broken-line statistical charts.

Speaking Method

In teaching, I introduce topics that students are interested in, and guide students to pay attention to the mathematics around them, so that students can experience mathematics learning methods such as observation, generalization, imagination and migration, and let every student speak, do and use his head in the interaction between teachers and students. Cultivate students' initiative and enthusiasm in learning.

Talking about the teaching process:

First, creating situations and introducing conversations

Teacher: Students, please look at the screen and observe carefully.

(Projecting the theme map and statistics in the textbook)

Teacher: Let's make a prediction. What might the content of our study today be related to?

health: it may be related to statistics.

teacher: why do you say that?

Student: There is a table on the screen, and two students are counting the temperature.

teacher: does everyone feel this way?

teacher: ok, today, we will learn something related to statistics. (blackboard writing topic: statistics)

2. Conflict arouses doubts and builds independently

1. Initiation

Teacher: What information can you know from this statistical table?

health report.

teacher: you have observed it carefully, so will you solve this problem? (Show me the question: In the two close moments, the temperature rises fastest from () to (), and drops fastest from () to (). )

students think for a moment and then report.

health: I think the temperature rises fastest from 9: to 11: , and falls fastest from 17: to 19: .

teacher: how do you know this answer?

health 1: because it rose by 4℃ from 7: to 9: , 6℃ from 9: to 11: , 2℃ from 11: to 13: , and 24-22 = 2℃, the temperature rose fastest from 9: to 11: .

The temperature drops fastest from 17: 15 to 9 = 6℃.

teacher: how did everyone get the answer?

health: it is calculated by subtraction.

teacher: if we don't calculate, can we directly see the result of the problem?

health: no!

teacher: as the students said, it can't be seen directly, but it must be calculated.

blackboard writing: calculation can't be seen directly

2. Doubt

Teacher: Students, learning mathematics can't stay at the existing level, so we should have new thinking. For example, this question is still the same. Imagine if there is no way to directly see the answer to the question without calculation.

After waiting for a moment, the student will report: making statistical charts, drawing orthography, making bar statistical charts, broken line statistical charts and so on.

teacher's blackboard writing: statistical chart

teacher: it seems that there are different opinions and opinions. What method should we use? Let's ask the book for advice. Please open your textbooks and learn page 94 by yourself.

students teach themselves.

3. Build a

teacher: Close the textbook, and let's recall it together. In the textbook, we drew a picture-?

health: broken line statistical chart. (writing on the blackboard: statistical chart of broken lines)

Teacher: OK, let's ask the computer for help and see how this statistical chart is formed.

The computer dynamically displays the formation process of the broken-line statistical chart according to the name, date, horizontal axis, vertical axis, grid line, dotted line and other parts of the chart, and the teacher assists the language to explain it in time.

teacher: observe carefully, can you make an accurate judgment if you don't calculate these two questions (projections) just now? (Show me the question again: When did the temperature rise the fastest and when did it drop the fastest? )

health: thinking.

teacher: please discuss your ideas in the group.

teacher: how do you judge?

health 1: I found that the lines from 9: to 11: occupy the most squares.

health 2: I think the line segment from 9: to 11: is the longest.

teacher: how do other students feel?

health: this line segment occupies the longest and longest grid at most, which can also be said to be the steepest.

(blackboard writing: steep).

teacher: the steeper the line segment rises, the steeper it rises.

health: quick.

teacher: similarly, the steeper the descent, the steeper the descent?

health: quick.

when the teacher clicks, the steep line segment flashes.

writing on the blackboard: steep-fast

teacher: oh, on the other hand, does that mean that the rise is relatively flat?

health: slow.

teacher: does the gentle decline also mean a comparative decline?

health: slow. Writing on the blackboard: flat-slow

4. Thinking

Teacher: Students, think a little deeper and compare the broken-line statistical chart with the statistical table. Who can see the change of temperature more clearly? Why?

health: broken line statistical chart, which can directly see the change of temperature without complicated calculation.

teacher: ok, this is the characteristic of broken-line statistical chart, which can accurately and clearly show the changes of things.

writing on the blackboard: changes

5. Communication

Teacher: Have you ever seen a picture like this in other places?

students communicate.

(See statistical charts of broken lines in projection life, such as patient's electrocardiogram, stock analysis chart, etc. According to the students' introduction, you can show relevant pictures to deepen your impression.