最新小学二年级数学说课稿一等奖 小学二年级数学说课稿(八篇)
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小学二年级数学说课稿一等奖 小学二年级数学说课稿篇一
(一)教材的地位和作用
“毫米的认识”这部分内容,从知识方面来讲有厘米的认识做基础,从经验方面来讲,学生经常用到学生尺,也有用尺子进行测量的经历。这时,水到渠成的学习“毫米的认识”,能让学生对长度单位有一个比较完整的认识。这部分知识在生活中无处不在,是学生身边的数学。因此,本节教学不仅是学生今后进一步学习的重要基础,也为提高学生解决问题的能力和实践能力创造了条件。
(二)教学目标的确定
根据小学生以具体形象思维为主的特点和学生已有的认知水平,我制定了以下教学目标:
1、知识与技能目标
(1)使学生认识长度单位毫米,建立1毫米的长度观念,知道毫米和厘米的关系,会进行简单的换算。
(2)使学生会用毫米作单位测量物体的长度。
2、过程与方法方面的目标
(1)使学生经历毫米的含义以及1毫米长度单位观念的形成过程。
(2)使学生经历实际测量的过程,培养学生的动手操作能力和简单的推理能力。
3、情感、态度与价值观方面的目标
(1)结合操作活动,使学生初步体验逐步逼近的数学思想和方法。
(2)使学生体会数学和生活的紧密联系,激发学生的学习兴趣,向学生渗透长度单位来源于实践又应用于实践的观念。
(三)教学重难点(根据以上教学目标,我确定本节课的教学——)
重点是:认识长度单位毫米,知道1厘米=10毫米。
难点是:让学生建立毫米的长度观念。
本着“学生为主体,教师为主导”的原则,遵循小学生的认知规律,这节课我所采用的教法是:
1、谈话引入法
2、现有知识与实际需要矛盾冲突法
3、直观教具和多媒体辅助教学相结合
新课标指出:动手实践、自主探索、合作交流是学生学习数学的重要方式。为此,在本节课的教学活动中我选择如下学法:
1、操作实践法
2、联想类比法
1、电教媒体
2、为每小组准备一张估测记录单和一把没有毫米刻度的硬纸版做的尺子。
3、教师准备一把米尺、一枚一分硬币、一张电话卡等。学生自己准备常用直尺。
根据以上对教材的分析,以及教法学法的选择,我把本节课的教学分为三个阶段。
第一阶段:创设情境,引入新课
在这一阶段里,我按照谈话引入、复习旧知—→实践活动、引起冲突—→现实需要、引入新课这一流程开展活动。
2、谈话引入,复习旧知
我抓住这一节课是新学期开始的第一节课这个契机,围绕“学生身高的变化”这一话题展开讨论。我准备这样设计谈话:今天是开学的第一天,老师有个惊喜的发现,发现大家都长高啦!你知道你现在有多高吗?请大家估一估,这个同学的身高是多少?然后让学生进行实际测量。并提问:刚才我们测量的数据中,有几个学过的长度单位,你能给大家说说这些长度单位吗?
通过估测学生身高这一活动,激发学生学习数学的兴趣,唤起学生对已知长度单位有关知识的回顾和对经验的总结,架好了学习新知识的桥梁。
3、实践活动,引起冲突
接着,我设计了这样一个问题:刚才通过测量,我们知道了这个同学的身高,那么测量在生活中还有什么作用呢?
学生可能会说:老师我觉得测量能知道自己到底长高了没有,还有的同学可能会说:测量能知道我们到底要穿多少号的衣服,更有的同学会说:老师,我觉得测量能让我们知道房子呀、树木哇都有多高,能让我们更清楚的认识周围的事物,也能使我们更好的做事情。等等
我由学生身高测量这一个体事件扩展开来,引导学生放眼周围,通过对生活现象的举例,使学生对测量的重要性和生活中测量应用的广泛性有一个感性的认识,体会到掌握测量方法的必要性。
然后,组织学生小组合作,估计数学课本的长、宽、厚,并填写记录单。
最后,我发给每小组一把特制的没有毫米刻度的纸尺,要求学生对数学课本的长、宽、厚进行测量。学生测量时,将遇到的问题记录下来,互相讨论如何表述测量的结果。
纸尺上只有厘米的刻度,学生精确测量非常困难。我有意制造这个矛盾,是为了使学生的现有知识和现实需要发生矛盾冲突,让学生体会到:只有米和厘米两个长度单位是远远不够的,要想准确的量出物体的长度还必须寻找一个更小的长度单位,从而产生要探索新知识的强烈欲望。这就为下面新知识的探索设置了有利的悬念。
3、现实需要,引入新课
这时我很自然的提出问题:同学们,要想精确知道它的长度,有什么好办法吗?在小组讨论内一下。
学生经过一翻思考会提出这样的设想:我们能不能把1厘米分得小一些,或找一个比厘米更小的长度单位就好了,有的学生也可能会直接说出可以用毫米做单位。
这时我就根据实际情况有针对性的进行引导:
你从哪儿知道毫米的?大家都认为厘米作单位太大了,要创造一个比厘米更小的长度单位。刚才有同学说用毫米作单位,他说对了。毫米是怎么来的呢?我们一起来研究一下。
从而进入第二阶段。
第二阶段:探究体验,形成知识(在这个阶段,我根据教学目标设计了如下版块)
版块1、认识毫米及毫米和厘米的关系
这一阶段,首先让学生独立观察直尺,然后配合学生的汇报我准备采用多媒体进行演示。(这是一个放大的直尺)通过动画,清晰的反映出毫米和厘米的关系,对学生的有意注意进行正确的导向,提高课堂效率,突出了“1厘米等于10毫米”这个教学重点。
版块2、建立1毫米的长度观念(我准备组织学生进行如下活动)
(1)让学生回忆生活中哪些物体的长度或厚度大约1毫米。
(2)我借助1分硬币、电话卡等让学生明白这些东西的厚度大约1毫米。
(3)让学生闭眼想象并用手势表示1毫米的长度。
(4)让学生想想生活中还有哪些物体的长度、宽度、厚度大约1毫米。
(5)用手势表示2毫米、5毫米、10毫米的长度。
(6)说一说,测量生活中哪些物品的长度一般用毫米做单位。
(7)完成p3做一做,让学生体验测量的过程。
设计这一系列的活动,目的是使学生借助实物进行类比,帮助学生更好的建立毫米这一长度单位的表象,使学生对毫米的认识逐步深入,从而突破教学难点。这样不仅提高了估测的能力,而且还能沟通数学与生活的联系,使学生进一步体会数学来源于生活,数学又能为解决生活中的问题服务的思想。
小学二年级数学说课稿一等奖 小学二年级数学说课稿篇二
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小学二年级数学说课稿一等奖 小学二年级数学说课稿篇三
1、 教材简析:《东南西北》是北师大版小学数学二年级上册第五单元《方向与位置》中的起始课。本课通过对东南西北四个方向的简单认识,帮助学生建立初步的空间观念,并为进一步学习路线图奠定基础。新课标明确指出,“窨欢是创新精神所需要的基本要素,没有窨观念,几乎谈不上任何发明创造。”因此,从小学会正确的辨别方向,建立初步的空间观念,对人的发展是十分必要的。学好本课的意义自然不言而喻。
2、 教学目标:(1)通过情境创设,从学生已有的生活经验出发,使学生能够根据给定的一个方向辨认其余三个方向,并能用这些词语描绘物体所在位置,知道地图上的方向。(2)借助现实数学活动培养学生辨认方向的意识,发展学生的空间观念。(3)能积极参加数学学习活动,体验数学与现实生活的密切联系,在活动与交流中获得良好的情感体验。
3、 教学重难点
4、 (1)教学重点:给定东南西北中的一个方策,能准确辨认其余三个方向,会用东南西北描述物体所在位置。
5、 教学难点:辨认现实生活中的方向。
本次教学活动以游戏的方式呈现教学内容。在教学中,通过创设情境,交流互动、游戏活动等既生活实际又具有实践趣味性的方式构建新知。融观察实践、交流、合作等学习方法为一体,注重学习方法和气探究。
数学《课程标准》明确指出数学教学要加强同生活的联系,所以,我们强调要让学生学习生活中的数学,因此,本节课我引导学生运用观察---发现---实践---迁移的学习方法进行学习不仅培养了学生的动手、发现能力,还让学生充分感受到了学习数学的乐趣,、使学生全身心地设入到学习的过程中来。
数学学习不是一个简单的、被动的接受过程,而是学生体验探索、实践活动的过程,基于这一理念,我设计了以下教学环节:
(一) 游戏活动,导入新课俗话说:兴趣是最好的老师,人民民主课一开始,我就抓游戏住学生喜欢游戏的心理,让学生在游戏中轻松、愉快的完成“上下、左右、前后”的复习。既激发了学生的学习举又为下面的学习做好了知识铺垫和心理准备。
(二) 实际观察、感受方位
在这一环节我主要是从“你知道太阳是从哪个方向升起来的吗?”谁说:你是怎么找到东的?“”你还能找到其它三个方向吗?“为引子,从而引导学生自己观察,辩认学校的四个方向,并和同伴找一找,说一说这四个方向都有些什么。最后让学生随意转身,面向各个方向指指说说。如”我面向东,我的后面就是西,左面是南,右面是北等等。在这一 环节给学生充分的思考探索的时间和空间充分发挥了学生的集体智慧,体现了学生和合作与互助,培养了自主探索的精神。
(三) 室内辩认,学以致用。
基于学生爱玩、爱动、喜欢游戏的特点,我在这一环节回归生活、玩中强化中高计了“我说你做”的游戏如:让同学们面朝()面,后面是()左面是(),右面()这是为后面学习地图方向做准备。
其次,我让学生玩“超级模仿秀”的游戏,如:学青蛙向南蹦两步;面向西学公鸡迈几步;超凡脱俗东扮孙悟空;向北点点头等。让每个学生都活动起来,在兴奋、愉悦的氛围中感情辩论方向。
(四) 整理记录,实现迁移。
在这一环节主要是让学生在没有老师的指导下,通过自己动手绘制学校地图,由于绘制的地图方向不一致,人们难以根据地图找到要去的地方而产生问题,从而引导学生得出:必须有统一的方向才使人们看得懂地图,不会混乱。在这一问题矛盾的基础上再让学生观察、讨论,最后得出:地图上的方向是上北、下南、左西、右东。明白了地图上的规定,再让学生根据这一规定对自己绘制的地图进行修改,实现了从实际方向向地图方向的迁移,注重了对学习过程及学习方法的探究。
(五) 玩中练习,拓展应用。
方向知识来源于生活,应用于生活。课堂上的学习很不够,需要在生活中观察、应用,才能真正掌握。所以在第五环节体验收获、拓展延伸中,我设计了森林之家这一情境练习。首先对学生提出问题:你能从图中找到小动物的家吗?你是怎样找到的?其次让学生说说:想去哪只小动物家?该怎样走?这样巩固了学生对地图上方向的认识。最后的课堂总结让学生说说学会了什么?有什么好处?并鼓励学生搜集辨别方向的方法,激发了学生探究的欲望,使学生带着问题走出课堂,正所谓“课虽尽,思未了。”
整节棵由各种活动贯穿其中,充分体现了课程标准中数学的生活性,学生是数学学习的主人,教师是数学学习的组织者、引导者与合作者,数学教学必须以学生已有的知识、经验为基础等新日环食,使学生大气学、乐学、让学生在欢愉、愉悦的氛围中获得大量的知识,提高各种能力。
小学二年级数学说课稿一等奖 小学二年级数学说课稿篇四
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小学二年级数学说课稿一等奖 小学二年级数学说课稿篇六
《认识线段》是苏教版数学第三册第六单元《厘米和米》的第一课时。在此之前,学生已经认识了三角形等简单的图形,并在这学期学习了多边形,知道了有几条边就是几边形,为今天的学习积累了一些经验。用刻度尺量物体的长度,实际上就是量线段的长短,所以教材首先让学生初步认识线段。教材注重学生的实际体验,在体验中感悟知识,通过具体活动获得对线段的直观认识,初步认识线段的特征。本课是学生学习用尺量物体长度的基础,更是今后认识平面图形、立体图形的重要知识准备。
基于对教材的理解,结合学生实际,我把教学目标确定为:
1、使学生经过实际的观察和操作,初步认识线段,会用自己的语言描述线段的特征,会数简单图形中线段的条数,会画线段。
2、在观察、体验活动中培养学生的观察能力和动手操作能力。
3、联系学生生活的实际,培养学生初步的空间观念,感受生活与数学的密切联系。
本课的教学重点是初步认识线段的特征,由于线段对学生来说是比较抽象和难以理解的。所以清晰地建立起线段的表象是本课的教学难点。
本节课,我将以学生为主体,引导学生参与学习的全过程,运用以下教法进行教学:
1、直观教学法。通过教具、学具操作、多媒体演示等,让学生多种感官参与,从实物感知过渡到图形表象,抽象出线段的图形,直观的认识线段的特征。
2、活动体验法。新课标提倡“做数学”。学生只有亲历知识形成的过程,才能真正理解知识,灵活运用知识。通过“看、比、画、折、说”等一系列活动,促进思考,引导探索,丰富数学活动经验。
3、形象化的教学。形象化的语言,比如线段的两个端点就像两个小人儿立在两端,线段躲到了图形队伍中去了等等能够吸引孩子们的注意力。形象化的教学手段,多媒体课件的演示增强了孩子们学习的兴趣。
教会学生学会学习是教学的一项基本任务,落实学生是学习的主人,运用以下学法有效学习。
1、观察操作法。“活动是认识的基础,智慧从动作开始”。尽可能给学生进行观察和操作的机会,让学生在一系列的亲身体验中发现知识,理解知识和掌握知识。
2、合作交流法。在独立思考的基础上进行合作交流,有助于学生积极思考、实现思维互补,获得成功体验。
鉴于对以上的认识,根据学生的认知发展水平和已有的知识经验,我设计了四个教学环节:
数学源于生活,从身边常见的毛线入手,让学生观察桌上的毛线(随意摆放),将学生的注意力引向弯曲的毛线。为操作把毛线变曲为直打下基础。
新课程强调学生在体验中学习数学,让学生置身于一定的情境中,经历、感受知识,最终认识、掌握知识。因此我通过以下的活动情境加深学生的体验。
1、感知线段
拉一拉:组织学生把毛线拉直,说方法,强调要捏住线的两端再拉直。顺势指出:把线拉直,两手之间的一段可以看成线段。引出线段。接着再进一步从拉直的这条线认识线段的两个端点,辅助多媒体在课件上抽象出线段的图形,闪烁端点,加深认识。
辨一辨:在对线段有了初步感知之后,让学生用自己的语言描述线段的特征,通过自己的描述再次感受线段的两个特点,并及时通过想想做做第1题,进行辨认和说理,加深对线段特征的认识。
2、找线段
在学生对线段有初步的认识后,让学生举出日常生活中其他的例子来加深理解,加深对线段的感受,感受数学与生活的联系。让学生观察课本的边,数一数有几条线段,引导孩子观察这几条线段围成了什么图形。
接着让学生完成“想想做做2”,交流并引导发现几边形就由几条线段围成。从实物迁移到图形,加深对多边形的认识。
3、做线段
让学生拿出一张纸尝试,引导学生发现折痕也可以看成是一条线段。让同桌之间互相指指说说,巩固线段的特征。
接着让学生试着在纸上折出比这条线段长或短的线段,直观感知线段的长短,为下一节课的学习做好孕伏和渗透。
利用低年级学生爱玩爱比赛的特点,让学生在愉快的气氛中想学、乐学、学会、会学,从而更加热爱生活,热爱数学。
4、画线段
引导学生利用一些工具尝试画线段,让学生经历画线段的过程,画好线段后,先在小组交流汇报。然后让学生展示自己画的线段,交流画法和步骤。通过交流,探索画线段的方法,感受解决数学问题的多样化。
结合书中的练习,创设游戏情境,激发学生的兴趣,在深化知识的同时获得成功的体验。
闯关“画线段”。
第一关:连接两点画一条线段。
第二关:三个点。猜猜画完是什么图形?
第三关:四个点。独立画,交流。
课的最后,让学生交流这节课的收获和体会,以学生自我回顾的方式进行小结,促使学生对知识的内化掌握,培养学生抓住学习的重点,自己整理知识的能力。
朱月萍:今天朱老师为我们上了一节形象生动的低年级的数学课,整节课体现了形象化的教学风格,下面请各位老师围绕“形象化教学的实践与研究”这一主题谈谈自己的看法。
王 燕:
1、形象化教学语言的运用提升数学课堂的趣味性,形象化的语言不仅有趣味性,还能帮助学生有效地记住线段有两个端点这一特征。
2、形象化教学手段的运用提高课堂教学效率。一开始,由生活中的实物毛线引入新课,再通过动手操作发现特征,最后抽象成线段这一图形。由生活到数学,由形象到抽象,充分体现了知识形成的过程,有助于学生对知识形成的理解。
游晓霞:教者从谜语导入引起学生兴趣,重点运用形象化的语言和教学手段。采用直观演示法和操作实践法。教者能引导学生发现注重指导学生观察操作。
孙 亮:画线段时动画出现的是先画直线,再画两个端点,是否可以展示先画两个端点,再画直线,或先画一个端点再画直线和另一个端点。
胡万进:关于四个点可以连成几条线段,学生容易定式思维连成4条线段,可以在出示3个点连成线段之后再在连好图形旁边再加一个点,学生就更容易发现对角线连成的线段了。
周 建:
1、联系生活实践,通过一系列的活动,逐步认识线段的本质特征。
2、课堂结构合理,过度自然,语言形象化突出,教学效果好。
建议:连接4点,可以结合学生握手的情境
周文进:儿童化的语言吸引学生的注意,激励性的语言树立了学生的自信心,自然得体,富有启发的无声语言带动课堂教学。
郁 平:教学中教师紧紧抓住线段是直的,有两个端点这两个特征来教学。活动中通过实物的操作,例如拉一拉摸一摸找一找折一折更形象和直观的让学生找出线段的特征。比较线段长短的活动中,让学生自己动手操作找出比价的方法。整个教学过程中能让孩子在老师的引导下,总结出每个教学内容的重点。
小学二年级数学说课稿一等奖 小学二年级数学说课稿篇七
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小学二年级数学说课稿一等奖 小学二年级数学说课稿篇八
义务教育课程标准实验教科书第5661页,轴对称图形
1、联系生活中的具体物体,通过观察和动手操作,使学生初步体会生活中的对称现象,认识轴对称图形。
2、使学生能根据轴对称图形的初步认识,在实物图案和平面图形中识别轴对称图形,能用一些方法做出轴对称图形,能在方格纸上画出简单的轴对称图形。
3、使学生在认识和制作简单的轴对称图形的过程中,感受到物体或图形的对称美。激发数学学习的兴趣。
轴对称图形的初步认识和制作。
轴对称图形的初步认识。
多媒体课件、实物投影仪、剪刀、彩纸、图形纸、钉子板、字母卡片等。
1:欣赏录像。(课件出示春天到北京旅游的景象)
(1)认识对称
观察照片,你能发现它们有什么特点吗?(师课件点击放大剪纸图。)
生:它的两边都是一模一样的。
(课件点击返回)那其它物体有没有两边也是一模一样的呢?
(2)揭示对称
像这样物体的两边是一模一样的,我们就说这个物体它是对称的。那这些物体它们都是对称的。
(3)扩展认识
在生活中你还见过哪些物体也是对称的呢?(课件出示)和你的同桌说一说。
(同桌之间自由说,全班交流)
(1)从物体到图形的认识
把这些对称的物体画下来,得到下面的图形:(电脑出示按天安门、飞机、奖杯、蝴蝶等实物画下来的图形)
继续观察,这几个图形有什么特点呢?
任选一个图形,在小组内合作,尝试能用什么方法来验证它
们是对称的呢?
(学生操作,教师巡视,选择不同的实验方法。)
交流反馈。演示折纸过程:对折后两边是对称的
板贴:对折
师:那再请同学们观察一下,你把图形对折后发现了什么呢?在小组里说一说。(学生小组交流)
生:它们对折后两边是对称(一模一样)的。
师:那其他图形也是这样的吗?师加以补充:像这样,对折后折痕两边的部分完全一样(对称),称为完全重合。板贴:完全重合
师:为了使大家看得更清楚,我们请电脑老师来演示一下。(电脑演示:2个对折完全重合的过程)。请大家把其余的两个图形再折一折,你发现了什么?(学生操作,小组交流述说)
师:这些图形它们有什么共同的特征呢?(点名回答)
生:它们对折后两边是能完全重合的。
小结:像这样,对折后两边能完全重合的图形是轴对称图形!(板帖:轴对称图形的概念)
师:今天我们就要来学习轴对称图形(板贴课题:轴对称图形)
师:这些图形都是(学生讲轴对称图形),那谁来说说这三张图形为什么是轴对称图形呢?
生:(点名回答)它们对折后能完全重合,所以是轴对称图形。
师:如果把刚才对折后的图形打开来看看,还发现什么呀?
生:一条折痕。
师:有一条折痕。这条折痕就是这个图形的对称轴。(电脑演示对称轴)(板贴:对称轴)
师:你能找出另外两张图形中的对称轴吗?相互说一说。(同桌交流)
师:(小结)现在同学们知道什么图形才是轴对称图形吗?在小组里交流一下(小组交流)
师:同学们的表现真不错。今天,一些图形娃娃也非常高兴来参加我们的活动,但它们有个要求(电脑出示p57试一试)要请同学们运用这节课所学的知识找出哪些是轴对称图形?大家能满足图形娃娃的要求吗?组长拿出信封中的图形,选择自己喜欢的图形动手折一折,然后在小组里说一说你选的是轴对称图形吗?为什么?(小组合作操作)
师:(点名回答)三角形是轴对称图形吗?为什么?
(点名回答,学生投影展示)
师:那平行四边形是轴对称图形吗?为什么
(点名回答并投影展示)
师:(小结)通过刚才的操作,同学们知道怎样的图形才是轴对称图形吗?
生:(请23名学生说)
师:看来同学们学得真棒啊!下面吴老师呢就要来考考大家了。
(1)师:(课件出示第58页第1题)这是我们生活中常会看到的一些图形,你能一眼就看出它们中哪些是轴对称图形吗?(直接提问,课件演示12个是轴对称图形,对有疑问的再演示)
(2)师:同学们知道吗,我们学的英文字母,有很多也是轴对称图形呢!就让我们在抢答游戏中把它们找出来吧,看谁的反映最快。(教师举字母卡片,学生抢答)
(3)师:(小结)为什么n、s不是轴对称图形呀?
生:(上来动手折一折)因为它们对折后不会完全重合。
师:所以轴对称图形一定要对折后能完全重合。(学生一起说)
师:刚才我们认识了轴对称图形,那大家想不想自己动手来做一个呢?请组长拿出信封中的材料,小组合作,各显神通吧,看哪个小组制作的轴对称图形最美了。(小组合作设计,教师巡视)
师:谁来把你的作品给大家展示一下呢?
(请2种不同的方法到实物投影上展示,讲讲他们的做法)
师:(小结)看来同学们的方法可真多呀,我们做出来的轴对称图形对折后能(学生讲完全重合)(教师在实物投影上演示,并把一些学生的作品贴在黑板上)
(2)师:昨天吴老师也剪了几个轴对称图形,(电脑出示p59第4题)下面的图案各是从哪张纸上剪下来的,你能连一连吗?请同学们把书翻到第59页,在书上完成。(学生独立完成,再点名回答,电脑相机演示连线)
师:今天,我们认识了轴对称图形,通过这堂课的学习,大家有什么收获呢?把你学到的本领告诉你的小组同学。
(学生小组交流,再点名回答)
(对折后能完全重合的图形是轴对称图形,对折后的折痕所在的直线叫做对称轴,还学会了做轴对称图形。)
(1)师:同学们的收获可真大啊!那国旗是一个国家的象征,每个国家都有国旗,大家知道我国的国旗吗?(电脑出示p59第5题)你能在下面一些国家的国旗中,找出哪些是轴对称图形吗?我们用手势来表示,如果是轴对称图形就用**表示,如果不是轴对称图形你就摇摇手,明白吗?
(全班学生一起用手势表达,老师在电脑上演示)
(2)师:刚才我们认识了那么多的轴对称图形,那同学们想不想自己来画一个轴对称图形呢?(电脑出示p58想想做做3)画出下面每一个图形的另一半,使它成为一个轴对称图形!
(翻开书到p58,学生独立在书上完成,再电脑演示,做对的举手)
师:轴对称图形以其特有的对称美,给人们带来了一种和谐的美感,古今中外,有许多著名的建筑也是对称的,让我们一起来看看这些对称的建筑,感受它们的奇妙和美丽!(电脑配乐欣赏著名的建筑图片)
师:生活中的对称现象还有很多很多,有兴趣的同学课后还可以到雅虎、百度网站去查阅一些有关轴对称图形的资料,和同学交流一下。
本课是六年制小学数学第二学段空间与图形中的学习内容,教学重点是使学生初步认识轴对称图形的一些基本特征,难点是掌握判别轴对称图形的方法。在此之前学生已经学过一些平面图形的特征,形成了一定的空间观念,自然界和生活中具有轴对称性质的事物有很多,也为学生奠定了感性基础。
这是一堂集欣赏美与动手操作为一体的综合实践课,为了更有效地突出重点,突破难点,按照学生的认知规律,遵循教师为主导,学生为主体,训练为主线的指导思想,因此,本课的教学设计力求体现:数学问题生活化,注重培养学生观察、交流、操作、探究能力的培养,让学生充分经历知识的形成过程,在教学过程中建构具有教育性、创造性、实践性、操作性的学生主题活动为主要形式,以鼓励学生主动参与、主动探索、主动思考、主动实践为基本特征,以学生的自主活动和合作活动为主。
纵观这节课的教学过程,课堂教学模式发生了根本性的变化,教师不再是简单的知识传授者,而是一个组织者和引导者,并调动了每一位学生的学习主动性,使他们真正成为学习的主人,积极地参与教学的每一个环节,努力地探索解决问题的方法,大胆地发表自己的观点。学生始终保持着高昂的学习情绪,切身经历了做数学的全过程,感受了学习数学的快乐,品尝了成功的喜悦。
爱美之心,人皆有之,追求美、崇尚美是人之天性,儿童亦然。整堂课以欣赏美为线索展开教学,本课就创设了这样一个情景动画:碧草青青花盛开,彩蝶双双久徘徊,在优美的小提琴协奏曲的渲染中,两只小企鹅到北京旅游,介绍沿途参观的很多著名景物(这些景物都是对称的),带领学生一起畅游了一番,学生在愉悦的气氛中开始观察优美的画面,仿佛身临其境,领略了对称物体之美,从学生熟知的生活情境出发,让学生初步感知对称的事物。这种赢造宽松愉悦、开放式的环境,学生纷纷自觉投入到学习活动中,观察这些实物的特点它们的两边都是一模一样的,从而引入对称,逐步将实物抽象成平面图形,通过操作实践发现其共同特征,导入教学新授,达到串连教材的效果,让学生在这种欣赏美的教学情景中快乐的学习,激发学生学习数学的兴趣,开拓学生的思维,发展学生的联想、想象能力,引导学生感受美、鉴赏美、领悟美,达到情境(景)交融的教学效果。
(点评:以学生身边的事物为媒介,使教材内容从具体到抽象,从感性到理性,循序渐进地指导学生认识生活中轴对称性质的事物,使学生进一步深入地认识几何平面图形的本质特征。在这个过程中,教师注意到图片的颜色,在教具和课件制作中采用色彩鲜明的颜色,使学生感受到颜色的美,物体的美丽,教师创设了一个这样美的情境,激发了学生的学习兴趣,使学生真切感受到数学的美,来源于生活,来源于身边,体验到在数学中美的教育。)
叶澜教授曾在新基础教育课题实验中提出:要把课堂还给学生,让课堂焕发生命的活力。学生是学习的主人,教学最终要落实到个体的学习行为上,学生只有通过自己的实践体验,才能真正对所学内容有所感悟,进而内化为己有,在学习实践中逐步学会学习。
本课为了让学生充分体验到轴对称图形的这一特征,安排了折一折,剪一剪,画一画,等一系列活动,让学生多种感官参与教学活动。在新授教学时并没有采用传统的灌输手段,而是把学生看作是课堂的主角,让学生通过观察平面图形的特征,大胆地加以猜测,说出这些图形都是对称的,并通过小组动手操作来验证它们为什么是对称的,采用对折的方法来折一折,让每位学生都参与活动,从只重视知识的教学转变为注重学生活动的课堂生活,给学生多一点思维的空间和活动的余地;在对折的过程中引导学生观察图形的特点,通过操作发现图形的两边是完全相同的,这时教师就引入完全重合,让学生反复地操作体会,再配合课件的动画演示,初步感知什么是完全重合;最后教师在学生动手操作、形成初步感知的基础上配合课件动态出示轴对称图形的概念,让学生了解这些图形的基本特征,形成感性的认识。
在整个教学的过程中,始终以学生动手操作实践为主导,在巩固练习中也安排了一些学生操作的活动,让学生在操作过程中体会完全重合和不完全重合的区别,为辨别是否轴对称图形奠定了基础。在最后的制作轴对称图形时完全放手让学生去操作,活动的设计体现了以学生为主体,引导学生主动探索,让学生在活动中感悟,在活动中体验,使学习知识和提高能力同时得到发展。
(点评:实践操作是学习数学的根本,课堂以学生为主体,活动为主线,教师的角色是组织者、引导者、合作者,使学生在经历,体验,探索过程中体验轴对称图形的特征。一节课下来,老师说课的时间总共不超过15分钟,剩下的时间都是学生的了,学生说的多了,动手操作多了,参与面广了,能很好地发挥学生的动手和想象能力,激发学生的兴趣)
每个学生在活动中的经验与收获不尽相同,为了使学生个体
的、群体的活动促进学生的整体的发展,教学中常发挥合作交流的功能,采用集体讨论和交流的形式,将个人的经验或成果展示出来,弥补一个教师难以面向众多有差异的学生的不足。在本课中,有很多活动都是采用小组合作的形式,由于低年级学生作图能力不强,对于正确美观地制作出一个轴对称图形还有一定的难度,但由于学生学习发展的进程不同,针对一部分学生已会制作的实际情况,我组织学生展开分小组合作讨论活动:怎样剪一个轴对称图形,然后评一评小组成员中制作的轴对称图形,在动手操作时也把自己的想法在小组里交流。在引出轴对称图形时,也是通过小组合作,在操作、交流中感知,这样尽可能地将每个人的收获变成学生集体的共同精神财富,
(点评:小组合作是新课程标准所提倡的一种新的学习方式,本堂课采用的小组合作较多,学生在活动中养成合作、分享、积极进取等良好的个性品质。)
本堂课的结尾让学生欣赏古今中外著名的对称建筑,配上古典的轻音乐,拉近了生活与数学的距离。古建筑又是一种艺术,渗透在数学学科中,既是学习数学的好材料,又是渗透民族文化的好题材,选择切合教学符合儿童学习规律的素材,需要一些有民族特色的题材,如本课例中的背景音乐、古建筑、中国剪纸等就是在这方面作出的有益尝试和探索。
(点评:古建筑是中国民族文化的鲜活体现,让学生再次感受这些对称物体之美,设计别出心裁。)
本节课的不足之处:导入虽很贴近学生生活,体现欣赏美,也很自然,但总觉有些平淡。在判断学过的几何平面图形是否轴对称图形,这是本节课的一个重点,在汇报时处理得过急没有注意到个别差异。
本教材从学生熟悉的生活入手,结合实例,通过观察、操作等形式多样的活动,让学生初步感知生活中的对称现象,认识简单的轴对称图形,为今后进一步探索简单图形的轴对称特性,把握简单图形之间的轴对称关系,以及利用轴对称方法进行变换或设计图案打好基础。教材第一道例题首先出示了一组实物图片,要求学生观察并说说它们的共同特征,初步感知这些物体都是对称的,并要求学生结合自己的生活经验再找出一些具有对称特征的物体,在小组里交流。教材这样安排的主要目的是帮助学生感受生活中的对称现象。接下来,教材把上面的实物图形进一步抽象为平面图行,引导学生通过对折发现轴对称图形的基本特征,并初步描述轴对称图形的概念。第二道例题则让学生利用已有的对轴对称图形的初步认识,用不同材料、不同方法做出轴对称图形。以活动来帮助学生进一步积累感性认识,丰富对轴对称图形的体验,锻炼学生的实践能力。想想做做安排了形式多样、内容丰富的训练帮助学生加深对轴对称图形的认识,体会数学与生活的广泛联系。