The first prize of excellent junior middle school mathematics lecture notes.

The first prize of excellent junior middle school mathematics lecture notes.

In the actual teaching activities of teaching workers, it may be necessary to prepare lecture notes, which can correct the shortcomings of lectures well. Then the question is coming, how to write a speech? The following is the lecture notes of the first prize of junior high school mathematics that I collected for you, hoping to help you.

The first prize of excellent mathematics in junior high school 1. Judge:

Good morning!

The topic of my speech today is: the textbook selected for this class is the eighth grade textbook of compulsory education curriculum standard published by Beijing Normal University.

One. Textbook analysis

1, the position and function of teaching materials

This textbook is the content of XXXX junior high school mathematics grade book and one of the important contents of junior high school mathematics. On the one hand, this is the further deepening and expansion of XXXX on the basis of learning XXXX; On the other hand, it lays a foundation for learning -XXX and other knowledge, and is also a tool for further study of XXXX. Therefore, this lesson plays a connecting role in the teaching materials.

2. Analysis of learning situation

Students have learned XXXX before, and have a preliminary understanding of XXXX, which laid the foundation for successfully completing the teaching task of this lesson. However, students may have some difficulties in understanding XXXX (due to its high abstraction), so they should make a simple and simple analysis in teaching.

3. Emphasis and difficulty of teaching

According to the position and function of the above teaching materials, as well as the analysis of the learning situation, combined with the requirements of the new curriculum standard for this class, I will determine the focus of this class as follows:

The difficulty is determined as follows:

Second, the analysis of teaching objectives

According to the teaching concept of the new curriculum standard, in order to cultivate students' mathematical literacy and lifelong learning ability, I have established the following three-dimensional goals:

1. Knowledge and skill objectives:

2. Process and method objectives:

3. Emotional attitude and value goal:

Third, the analysis of teaching methods

In this class, I will adopt heuristic and discussion teaching methods, with questions and solutions as the main line, and advocate students to actively participate in teaching practice activities, and find, analyze and solve problems in the form of independent thinking and mutual communication under the guidance of teachers. In guiding the analysis, I will give students enough time and space to think, associate and explore, and complete the real knowledge self-construction.

In addition, in the teaching process, multimedia-assisted teaching is used to present teaching materials intuitively, which can better stimulate students' interest in learning, increase teaching capacity and improve teaching efficiency.

Fourthly, the analysis of teaching process.

In order to teach in an orderly and effective way, I mainly arranged the following teaching links in this class:

(1) Review and you will know, and review the old ones and you will learn new things.

Design Intention: Constructivism advocates that teaching should start from students' existing knowledge system, and XXXX is the cognitive basis for in-depth study of XXXX in this class, so design is conducive to guiding students to enter the learning situation smoothly.

(2) Create situations and ask questions

Design intention: Create situations in the form of a series of questions, which will trigger students' cognitive conflicts, make students doubt old knowledge, and thus stimulate students' interest in learning and desire for knowledge.

By creating situations, students have a strong desire for knowledge and motivation to learn. At this time, I take the students to the next link-

(3) Find problems and explore new knowledge.

Design intention: Modern mathematics teaching theory points out that teaching must be obtained on the basis of students' independent exploration and experience induction, and the process of thinking must be displayed in teaching. Here, students are guided to summarize through observation and analysis, independent thinking and group communication.

④ Analyze and think, and deepen understanding.

Design intention: the theory of mathematics teaching points out the connotation and extension (conditions, conclusions, scope of application, etc. ) mathematical concepts (theorems, etc. ) it should be clear. By expounding several important aspects of the definition, students' cognitive structure can be optimized, students' knowledge system can be improved, and students' mathematical understanding can break through the difficulties of thinking again.

Through the previous study, students have basically mastered the content of this lesson. At this time, they are eager to find a place to show themselves and experience success, so I lead students into XXXX.

(5) Strengthen training, and consolidate double bases.

Design intention: several examples and exercises are from easy to deep, from easy to difficult, each with its own emphasis. Among them, Example 1 ... Example 2 ... embodies the teaching idea of making different students develop differently in mathematics proposed by the new curriculum standard. The overall design intention of this link is to feedback teaching and internalize knowledge.

(6) Summarize and deepen.

Summarization should not only be a simple list of knowledge, but also an effective means to optimize the cognitive structure and improve the knowledge system, so as to give full play to students' dominant position and let students talk about the gains of this lesson.

(7) Contrast feedback of in-class testing.

(8) assign homework to improve sublimation.

Taking the consolidation and development of homework as the starting point, I designed compulsory questions and selected questions. Mandatory questions are feedback to the content of this lesson, and multiple-choice questions are an extension of the knowledge of this lesson. The overall design intention is to feedback teaching, consolidate and improve.

These are my views on this course. Please forgive my shortcomings!

The first prize of excellent mathematics in junior high school is in lecture 2. Teaching material analysis:

Rational number subtraction is the content of the fifth section of chapter 2 of the seventh grade mathematics experiment textbook published by Beijing Normal University.

"Number operation" is an important content in the learning field of "Number and Algebra", and subtraction is one of the basic operations. The learning in this lesson is far from the subtraction of integers and fractions (including decimals) in primary school, and is closely related to the addition of rational numbers in the fourth quarter. Through the study of rational number subtraction, students will have a further understanding and understanding of subtraction, which will lay a solid foundation for the subsequent study of subtraction operations such as real numbers and complex numbers.

In view of the above knowledge and understanding of the position and role of teaching content in the textbook system, the teaching objectives of this lesson are determined as follows:

1, knowledge target:

Experience the process of exploring the law of rational number subtraction, understand the law of rational number subtraction, and skillfully use the law to carry out rational number subtraction operation.

2, ability goal:

Experience the process of summarizing general laws from special cases, and cultivate students' abstract generalization ability and expression ability; Through the transformation from subtraction to addition, students can initially understand the mathematical ideas of transformation and reduction.

3, emotional goals:

In the process of summarizing the rules of rational number subtraction, cooperative learning among peers is carried out through discussion and exchange.

In order to achieve the above teaching objectives, it is determined that the teaching focus of this lesson is: the understanding and application of the rational number subtraction rule. The difficulty in teaching is to understand the significance of subtraction in practical situations and solve practical problems by using the subtraction rules of rational numbers.

Second, the analysis of learning situation:

The teaching object we are facing is the students with distinctive personality with certain knowledge reserve and cognitive ability, rather than a blank sheet of paper, so it is very necessary to pay attention to the students' situation for teaching.

In life, students often compare similar quantities, so students are no strangers to subtraction, but this understanding often flows on the experience level; In primary school, students further learn subtraction as "digital operation", but this kind of learning of subtraction is largely a skill-intensive training, and students lack rational understanding of it. In many cases, subtraction only exists as the inverse operation of addition. Therefore, on the one hand, we should regard these existing knowledge reserves as the "nearest development zone" for knowledge growth to promote the study of new courses, on the other hand, we should let students understand the significance of subtraction through the study of subtraction operation in specific situations.

In addition, it is worth noting that students in this age group have a high enthusiasm for learning and a strong desire to explore, but they have little experience in mathematics activities and low efficiency in exploration, and their ability to cooperate and communicate needs to be strengthened. Therefore, we should make adjustments in the teaching process.

Third, the choice of teaching methods and the guidance of learning methods:

Curriculum standards clearly point out that students are the masters of mathematics learning and teachers are the organizers, guides and collaborators of mathematics learning. Based on the above ideas, combined with the content of this class and the students' situation, the teaching design adopts the "guidance-discovery method" to organize teaching. Its basic program design is: creating a situation-putting forward a guess-exploring and verifying-summarizing and summarizing-feedback application.

The implementation of the above-mentioned teaching procedures depends on students' learning to a great extent, so it is very important to guide students' learning methods. In this class, students should be encouraged and guided to learn by combining independent exploration with cooperation and exchange, so that students can experience the whole process from enumerating special cases to inducing (incomplete induction) the general subtraction law and the whole process of knowledge generation and development.

Fourth, the process analysis:

Teaching link

Teaching activity design

design instruction

Create a situation

Natural introduction

1. First, talk to the students about the local temperature in Hefei today, and learn about the highest and lowest temperatures in Hefei today.

The first prize of excellent mathematics in junior high school is lecture 3. One. Textbook analysis

The position and function of teaching materials;

Rectangular learning is based on students' experience in learning quadrangles and parallelograms. This is one of the key contents of this chapter. It is not only an extension of parallelogram knowledge, but also provides research methods and learning strategies for learning other special parallelograms, which lays a foundation for learning other related knowledge in the future and plays an important role in connecting the preceding with the following.

Second, the teaching objectives

According to the requirements of the syllabus and the characteristics of this lesson, using the new curriculum concept and combining with the actual situation of students, I set the teaching objectives of this lesson as follows:

Knowledge and skills:

1. Understand the related concepts of rectangle, and explore and master the related properties of rectangle according to the definition.

2. Understand the application of rectangle in life and solve simple practical problems according to the nature of rectangle.

Mathematical thinking:

1. After exploring the concept and properties of rectangle, cultivate students' reasonable reasoning consciousness and master geometric thinking methods. Cultivate students' thinking ability and language expression ability through mathematical activities such as observation, thinking, communication and inquiry.

2. According to the nature of rectangle, carry out simple calculation and application, cultivate students' logical reasoning ability, cultivate the habit of transforming geometric intuition into thinking logic, and further understand the thinking method of combining analogy with number and shape.

Solve the problem:

Through students' observation, experiment, analysis and communication, the concept of rectangle is introduced to feel the order of mathematical thinking process and the diversity of problem-solving strategies. By collecting mathematical information in life and applying what they have learned to solve problems in life, they can further understand the relationship between mathematics and life and enhance their understanding of applied mathematics.

Emotional attitude: in the communication and cooperation with others, let students feel that mathematics activities are full of fun of exploration, improve students' enthusiasm and enthusiasm for learning, and cultivate students' awareness of cooperative communication, good quality of bold speculation, willingness to explore and ability to discover and explore problems. Cultivate students' habit of active exploration and independent thinking.

Third, the teaching focus:

The properties of rectangle and its application.

Teaching difficulties: understanding the particularity of rectangle and exploring its special properties.

Fourth, teaching methods and means:

According to the content of this course, the characteristics of students and the requirements of teaching, the method of teacher guidance-independent inquiry-cooperative communication is adopted. The dominant position of teachers and students is fully reflected.

Teaching means: multimedia (PowerPoint, geometric sketchpad) and object projection are used to assist teaching.

Teaching process of verbs (abbreviation of verb)

The design links of this lesson include: creating situations to introduce new lessons, obtaining definitions by hands, guiding exploration to obtain essence, solving problems by using new knowledge, inducing and consolidating new knowledge, and learning by layers.

In the design of each link of this lesson, efforts should be made to highlight the following aspects:

1, mathematical problems in life

In the design, I follow the curriculum standard that mathematics comes from life and serves life. Pay attention to the creation of problem situations and make math problems come alive. In the 1 activity, I showed my classmates a photo of the campus gate, which made them feel that mathematical information was transmitted everywhere in their lives. By observing, collecting and analyzing familiar figures, they realized the application of mathematics in life, which led to activity 2; Calculating the size of TV screen in application is naturally a problem closely related to life. Some students still don't know the length of the diagonal. Through this topic, students can understand the common sense of life, further understand the role of mathematics in life, and cultivate their enthusiasm for learning mathematics by solving problems.

2. Create an independent inquiry situation and give full play to students' initiative.

In order to explore the definition of rectangle, students took out their own parallelogram learning tools and studied in groups. Through students' observation, experiment, analysis and communication, the concept of rectangle is introduced, and the evolution process of parallelogram is transferred to the concept and properties of rectangle, which makes it clear that rectangle is a special parallelogram. And let students feel the beauty of mathematics and the connection between mathematics and life by looking for examples in their lives. Exploring the nature of rectangle is to let students compare the nature of parallelogram, and through observation, measurement, analysis, proof and other means, (1) let the nature of rectangle "surface" in activities. Let the students explore by themselves in the activity, discover new knowledge in the exploration, sum up new knowledge in the communication, and give the students the initiative in learning. In the evaluation, I praise positive groups and individuals, enhance students' creative confidence and experience the happiness of success. The attribute 1 is the proof of the completion of student group communication. Nature 2 requires students to carefully write the process of understanding, verification and proof. On this basis, invite one student to write on the blackboard, and the rest of the students will observe whether the blackboard writing is correct. Cultivate the habit of transforming geometric intuition into logical thinking, cultivate students' divergent thinking ability and develop good problem-solving habits. Let students fully experience the whole process of knowledge formation in the activities. At the same time, I have accumulated good learning experience.

3. Train students' logical thinking and cultivate their rigorous problem-solving habits.

In this lesson, I designed three themes for the application of new knowledge. Exercise 1 is a direct application of the natural definition. While consolidating new knowledge, guide students to further discover the basic figures contained in the rectangle, so that students can feel the close relationship between the rectangle and isosceles triangle and right triangle, let students experience the connection and extension of knowledge, cultivate the habit of transforming geometric intuition into thinking logic, and cultivate students' divergent thinking ability. The design of examples is to let students understand the application of nature, standardize the steps and formats of solving problems, and let students feel the rigor of mathematical thinking. Exercise 2 is a problem in life. Let students experience mathematics in life, combine learning with application, and cultivate their enthusiasm and interest in learning mathematics.

4. Pay attention to reflect that everyone has learned valuable mathematics in teaching activities.

First of all, according to the intelligence, ability and foundation of different students, students are arranged into inquiry groups. In the process of inquiry, we should pay attention to the help within the group and use mutual help to promote the improvement of students at different levels. The grouping principle is: excellent math performance, strong organizational ability, strong hands-on ability, medium performance and poor foundation. Secondly, the design of homework reflects hierarchy. I divide my homework into two types: compulsory and elective. The required questions are more basic, which can find and make up for the omissions and deficiencies in classroom learning. Selective questions are only available to students with learning ability. In addition, math diary is to help students sum up the gains and shortcomings of this lesson and cultivate the habit of summing up and reflecting.

5. Make full use of multimedia-assisted teaching.

Multimedia-assisted teaching is adopted in this course, so that students can have intuitive and perceptual understanding and cultivate their ability of observation, expression and induction. So as to successfully complete the teaching objectives.

The above are some of my practices and experiences in designing this course. If you have any questions, please give us more valuable suggestions. Thank you!

First of all, I use Su Shi's "Topic Xilin Wall" to subtly arouse students' feelings about life and make them realize that we have experienced the knowledge of outlook in life, but we have not yet formed a concept. Then I use the simple teaching aid of "chalk" to let the students experience it again and deepen their understanding. In this way, teaching is closely linked with life, which not only naturally introduces topics, but also eliminates students' fear of new knowledge and stimulates their interest.

Then, I showed the concept of "three views" untimely, and made students realize that views are plane images converted from three-dimensional images through experiments, and continued to train, discuss and summarize them, and got the correct method of drawing three views. At this time, teachers should skillfully guide students how to observe from the front, top and side, which not only embodies the students' dominant position, but also highlights the leading role of teachers and exercises their practical ability.

The process from view to three-dimensional graphics is just the opposite of the above, which requires students to imagine according to the view and build three-dimensional images in their brains. I guide students to connect with real objects in life with intuitive images, and effectively break through this difficulty through induction, summary and comparison.

In order to further stimulate students' interest in learning and cultivate their imagination and thinking ability, students can use some small cubes to pose several combinations at will and draw their views, and then conduct classroom training from views to three-dimensional graphics.

Finally, let students sum up what they have learned, further exercise their generalization ability and systematize their knowledge.

If there is anything wrong with the above design, I hope the teachers will give me more advice. I am very grateful.

Classroom evaluation record

Li Yu, Development Zone: Mr. Yu Kun's class has several outstanding features:

1, creating a vivid problem situation for students. This lesson uses a famous poem "Topic Xilin Wall" by Su Shi, a writer in the Song Dynasty. "From one side of the mountain, the height is different ..." Introduce the topic, observe Lushan Mountain from different angles, such as horizontal, lateral, far, near, high and low, and lead to how to observe the three-dimensional figures in life. This cut-in point is very good, which can catch students' hearts and attract their attention at once. In daily teaching, we should also find more such examples. For example, when teaching seventh grade algebra, some teachers introduced that "childhood is beautiful and happy." Everyone still remembers the song "Children's Songs Without Singing", and then the students recited together "A frog with a mouth, two eyes and four legs jumped into the water with a splash; Two frogs, with two mouths, four eyes and eight legs, flopped into the water; Three frogs, three mouths, six eyes, 12 legs, flopped into the water three times … ",and then asked: Can you finish this nursery rhyme in one sentence? Arouse students' interest in thinking. Some students come to the following conclusion through thinking: N frogs have n mouths, 2n eyes and 4n legs, and they flop into the water and make n kinds of sounds, which suddenly shows the advantages of letters representing numbers, which makes students feel refreshed.

2. Pay attention to process teaching and learning method guidance.

When teaching to draw three views of cylinder, cuboid, sphere and cone, teachers should not directly explain to students what their three views are, and then let students memorize and practice variations. Instead, they guide students to read books, observe the teaching AIDS in teachers' hands, students' own learning tools or students' self-made models, then ask students to answer and discuss in groups, and then teachers and students jointly determine the answers. This teaching mode: asking questions, creating problem situations-observing objects or students reading, calculating, drawing, independent thinking and guessing-group discussion and communication-allowing one group representative to speak, and other groups to make supplementary explanations-summarizing teacher-student communication-expanding the application mode, which is more in line with students' cognitive laws and enables students to experience and explore the development process of knowledge in cooperative learning and learn to communicate with others.

3. Reflect students' dominant position and pay attention to the guidance of learning methods.

In this class, the teacher pays attention to the students' subjective initiative. Students are affirmed and motivated from beginning to end, and always feel that they are the masters of learning. Teachers leave more learning space for students, such as observation, discussion and hands-on placement of learning tools. After asking questions, students can fully think and give instructions in time.

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