小学数学四年级《线段射线直线》教学设计与检测.docx
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小学数学四年级《线段射线直线》教学设计与检测.docx
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小学数学四年级《线段射线直线》教学设计与检测
小学数学四年级《线段、射线、直线》教学设计与检测(Theteachingdesignandtestingoffourth-grademathematicsofprimaryschool,linesegment,rayandline)
Collectandorganizeyourself
Mistakesareinevitable
Forreferenceonly
Ifthereareanymistakes
Pleasecorrectme!
thankyou
Theteachingdesignandtestingoffourth-grademathematicsofprimaryschool,"linesegment,rayandline"
Jiadingdistrictjiangqiaoprimaryschooltongmin
1.Teachingobjectivesbidirectionalbreakdowntable
them
Don't
Learningcontent
Learninglevel
Testquestions
Knowledgeand
skills
Theprocessand
methods
Emotionalattitude
values
memorization
understand
application
Analysisofthe
comprehensive
Tocompare
summary
Interestin
Thevalueof
Linesegment
ray
Astraightline
Definitionoflinesegment
Squareroot
Intheprocessoflearningtheray
Createasituationthatcorrespondstothestudent'sage
Stimulatestudents'interestinlearning
Tocultivatestudents'inquiryspiritandcultivateself-learningabilityinteaching
Andpermeate"infinite"mathematicalthought
B,e
Linegraph
Squareroot
B,d,e
Alinesegmentnotation
Squareroot
Squareroot
B,e
Linesegmentcharacteristics
Squareroot
Squareroot
Squareroot
B,e,f
Meaningofray
Squareroot
B,e
Raygraphics
Squareroot
B,d,e
Radiographicnotation
Squareroot
Squareroot
B,e,c
Raycharacteristics
Squareroot
Squareroot
Squareroot
B,e,c,f
Linearmeaning
Squareroot
B,e
Linearfigure
Squareroot
B,d,e
Linearnotation
Squareroot
Squareroot
B,e
Linecharacteristic
Squareroot
Squareroot
Squareroot
B,e,c,f
Thedifferencebetweenthethree
Squareroot
Squareroot
Squareroot
B,e,c,f
Note:
thetesttypesinclude:
a,b,c,d,e,operationf,practicalapplicationg,investigationandresearch
Ii.Teachingdesignideas
1.Teacher'steaching
"Linesegment,rayandline"isanewteachingoffourth-grademathematicalconceptteaching
Themainthingistolearnmoreabouttherayandthelinebasedontheknowledgeofthelinesegment
Focusonthegraphics,notationandfeaturesoftherayandline
Theraynotationisdifferentfromthelinesegmentandtheline
Thedifficultyinteachingistofocusontheanalysis
Intheteachingraytheteachercollectiveanalysisexplanation
Whenteachingastraightline,askthestudentstoteachthemselvestoanswerthequestion
Itembodiestheteachingprocessfromthehelptotherelease
Atthesametime,itpermeates"infinite"mathematicalthoughtinteaching
Cultivatestudents'abilitytoexploreandself-study
Gettheexperienceofsuccess
2.Students'learning
Forstudentsingradefour
Ihavelearnedaboutthelinesegmentinthefirstgrade
Therefore,reviewtheknowledgeofthelinesegmentbeforelearningnewknowledge
Laythefoundationforthelearningoftherays
Usethelinesegmentasthebasicpoint
Anendpointisinfinitelyextended
Theshapeiscalledaray;Thetwoendpointsareinfinitelylonger
Theformformediscalledastraightline
interlocking
Studentslearntobeeasytounderstand
Atthesametime
Accordingtothestudent'sage
Creatinga"lasertransmitterlaser"teachingsituationhelpsstudentstocreate"unlimited"mathematicalideas
Meetthestudents'cognitiverules
Iii.Teachingprocessandmethods
(1)reviewtheoldknowledge
Leadstonewknowledge
1.(drawingalinesegment)
Teacher:
what'sthisfigurecalled?
Whatarethecharacteristics?
Twoendpoints
Youcanmeasure.
Teacher:
ifyouusetheletterAB,twoendpoints
Thislinecanbewritten:
lineAB
IcanalsocallitthesegmentBA
Teacher:
ifyouusealowercasea
Icancallitlinea.
3,practice
Divisions:
likerectanglesandtriangles
Whatisitmadeof?
Teacher:
whowouldsaythat
Whatsegmentsarethere?
Throughthisteachingprocess
Immediatefeedbackcanbeusedtodetectthesituationofstudents'masteryoftheteachingcontentofthelinesegment
Itisconvenientforteacherstoidentifyproblemsandcorrectthemintime
Atthesametime
Oralpracticealsosolidifiedtheteachingcontentofthelinesegment
Itiseasierforstudentstomaster
(2)createasituation
Learningnewknowledge
1.Createscenarios
Teacher:
August1969
Scientistshavesentalaserbeamtothemoonusingahugelaser
Thislighttraveled380,000kilometerstothemoon
imagine
Thisbeamoflightwithoutthemoon'sblocking
Whatwouldhappentohim?
Blackboard:
infiniteextension
Teacher:
it'salsotrueinmathematics
imagine
Ifyouhavealinesegmentthat'sinfinite
Whatwouldthatlooklike?
Self-taughttextbookP79
2.Self-studyfeedback
Teacher:
throughself-study
Whatdoyouknowaboutradiation?
(1)meaning:
alinesegmentthatextendsoneofitsendpointsindefinitely,andtheresultinggraphiscalledaray
Thedesignoftherayteachinglinkadoptstheformofthestudents'self-studyintheformoflargeareafeedback
Throughstudentfeedback
Teachersevaluatefeedbacktimely
Finishtheteachingoftherays
Intheteachingofradiation
Anotationfordifficultanddifficultteaching
Teachersfocusonexplainingandstrengthening
adjustable
Studentsarerequiredtodistinguish
(2)notation:
sohowdowerecordtherays?
WillthelineAB
WithAastheendpoint
It'sgoingtobeinfiniteindirectionB
YougetrayAB
Andvice
ThelineAB
WithBastheendpoint
It'sgoingtobeinfinitelyextendedtoA
YougetrayBA
Teacher:
usedtowritetheendpointletterinfront
Thelettersthatshowtheextensionarewrittenintheback
(3)letyourselfdrawaraywouldyou?
Drawapicture
alphabetically
feedback
(4)whatarethecharacteristicsoftherays?
(boardbook:
thereisonlyoneendpoint
Notmeasurable)
3.Practice:
fillintheblankswiththegraphics
(independentpractice
Feedback)
Summary:
inthecaseofray
Whatdoyouwanttocallattentionto?
Theendpointlettersarewritteninfrontoftheray
Intheteaching
Cooperationbetweenteachersandstudents
Sideexplanation,sidefeedback,sideorganizingboardbook
Thenpracticeinthethirdpart
Immediatefeedbackofstudents'knowledgeofradiation
Throughpractice
Onestudentwasfoundtohavewrittentwooftheendsoftherays
Teachercorrection
Tostrengthentheteachingofnewknowledge
Breakthroughtheteachingdifficulty
Italsosolidifiestheteachingdifficultyofthislesson
It'sastrokeoftwo
(3)self-exploration
Thestraightline
1.(drawastraightline)teacher:
whatisthisgraphcalled?
TeachyourselftheP80linefirst
Thenanswerthefollowingquestions
Readyourselffirst
Regroupcommunication:
Whatkindofgraphiscalledastraightline?
Howdoyouremembertheline?
Whatisthefeatureoftheline?
2,report
(1)whatkindofgraphiscalledaline?
Extendthetwoendpointsofalinesegmentindefinitely
Theformformediscalledastraightline.
Theteachingdesignoflinearteachinglinkconsistsofself-studyandfeedbackcommunication
one
Afterself-study
Createsexualfeedbackaroundthreequestionsthatteachersgive
Exchangeviewsonthreeissues
Throughcommunication
Themorecompetentstudentsinthegroupfeedbackcommunication
We'vegottheknowledgeoftheline
(2)astraightlinenotation
(thestudentsanswerthesideboards)
TaketwoA'sandB'sintheline
Canberecordedas:
lineABorlineBA
Alinecanalsobeexpressedinalowercasel
Let'scallitlinel
(3)whatarethecharacteristicsoftheline?
(boardbook:
noendpoint,nometric)
3.Practice:
howtomemorizethefollowingfigures?
general
Andcanhelppoorstudentslearntherelatedknowledgeoftheline
Thesecond
Afterintra-groupcommunication
Theteacherorganizedthewholeclasstogivetimelyfeedback
Makeeachstudentsystemcompletetheknowledgeaboutthestraightline
Andthroughthethirdpart
Checkthestudent'simmediategraspoftheline
(4)discusscommunication
Comparethesimilaritiesanddifferences
Wehavemettwonewfriendstoday
Rayandline
Theyknowtheirgraphics,theyknowhowtorememberthem
Understandtheircharacteristics?
(supplementaryboardbook)
Two,compare
Whatarethelines,rays,andlinesthatarethesameanddifferent?
(5)multi-levelexercises
Strengthentheir
1.Writelettersindicatingtheendpoint
RayAB
LineCD
StraightlineMN
2.Judgment
(gestures)
(1)·unlimitedextensionofthelinesegmentBA
WegetrayAB
(2)·reverseextensionoflineABandextenditindefinitely
YougetrayBA
(3)xiaoMingmeasuresastraightlineby4cm
Afterlearningthelinesegment,theray,theline
Assiststudentsinfurthergrooming
They'reallstraightlines."
differentiate
Helpstudentsunderstandbetter
Forbetteruse
Thestudentscompletedthreecomprehensiveexercisesbycompletingthefilling
Feedbackontheconditionofthelinesegment,rayandline
Bytesting
Theteacherlearnedthat
Moststudentshavemasteredthemethodofusingletterstorepresentlinesegments,rays,andstraightlinesthroughtoday'sstudy
Andtheteachingdifficultyrayofthenotationalsohasasudden
Drawapictureandthinkaboutit
(1)painting:
drawaray
Think:
howmanycanyoudraw?
(2)drawastraightline
Think:
howmanycanyoudraw?
(3)drawalinethroughtwopoints
Think:
howmanycanyoudraw?
4.Theteachingobjectivesaretested
broken
Buttherearetwootherstudentsintheclasswhorepresentthefirstletteroftheray
Thesecondletterindicatesthatthedirectionoftheextensionisnotmastered
Individualcounsellingisrequired
Todeterminewhethertheteachingobjectivesofthisclassareachieved
Takeadvantageofthefirstfiveminutesofclass
Controlobjectives
Thewholeclasswastestedforthecompleteendofthesexualfeedback
Thespecifictestcont
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