Comprehensive application to solve practical problems
A teaching design concept,
The creation of problem situations, is a psychological coordination between manufacturing knowledge in teaching content and students, bring students into a situation and problems related to the process, through the creation of problem situations, to enable students to clear research objective, give thought to the fragrance, while producing strong desire to explore, give thought to power.
Two, analysis of the teaching object: Before teaching this lesson, students basically grasped the concepts of circle, circle drawing, circumference and area calculation, and had some ability of self exploration. The students of the stadium runway and the starting line is not strange, and many students through the TV to watch the Beijing Olympic track race highlights, the athletes can not stand on the same starting line starting when the phenomenon has some understanding, but why do so, adjacent to the starting line of the runway is exactly how far? Students don't really think about it from a mathematical point of view.
On the one hand, let the students know the structure of the track of the elliptical track and field, and learn how to confirm the runway. On the other hand, let the students understand the wide application of mathematics in sports and other fields.
Three, teaching content analysis
"Starting line" is to determine the PEP "compulsory education curriculum standard experimental textbook · mathematics" on the sixth grade 75— 76 pages of teaching content, is a comprehensive application of the mathematics practice course, teaching arrangements after the fourth unit "round", is the students master the basic design concept and circular perimeter on knowledge. Under the background of track and field 400 m runway, the textbook raises questions: “ why athletes should stand on different starting lines &rdquo, &ldquo, and how many meters &rdquo the starting line of each runway should be, that is, how to determine the starting line of each runway. The second, third picture shows the group measurement and analysis of relevant data of the scene, the fourth picture is given in a table, the runway were calculated by allowing students to semi circular track diameter, perimeter and 2.5 circular runway runway length, to calculate the adjacent runway length difference, deciding the starting line of the runway.
Four, the teaching goal of
"Mathematics curriculum standards" pointed out: in this study, students will understand mathematics activities through extensive contacts with mathematics and life, knowledge and methods to apply the simple to solve practical problems, to deepen the understanding of the knowledge, obtained by means of mathematical thinking to solve the problem, and can carry out exchanges and cooperation others. According to the characteristics of this course, I determined from the three dimensions of curriculum standards of the teaching aim is:
The teaching goal of
Knowledge and skills:
1. let the students understand the structure of the runway in the elliptical track and field, understand the “ the bend part of the runway, the outer circle is more &rdquo than the inner circle.
2. through group cooperation, different methods are used to calculate the number of meters in each runway, thus learning to determine the starting line.
Process and methods:
1. through group cooperation to cultivate students' consciousness of independent inquiry, cooperation and communication.
2. in exploring the diversification and optimization of students' strategies for solving problems.
Emotional attitudes and values of
1. let students realistically realize the fun of exploration.
2. let the students realize the extensive application of mathematical knowledge in the field of physical education, feel the connection between mathematics and life, and develop the consciousness of application of mathematics.
Teaching emphasis:
let the students realize that the knowledge of the use of the circle can explain some of the phenomena in life, and learn the steps and strategies to solve the problem.
calculate the number of different meters of the adjacent runways, and understand the width of the runway by 2 multiplied by ∏ it is the number of meters in the adjacent runways.
Five, teaching strategies,
The problem is the heart of mathematics, the soul of mathematics. This lesson adopts &ldquo, guided discovery, cooperative inquiry, reporting and communicating &rdquo teaching mode, giving full play to students' subjectivity, and using multimedia to directly reproduce life situations.To improve the confidence of mathematics.
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Four,
One lap length = circumference straight length
Two adjacent runway length of the outer ring inner ring length difference = -
The outer circumference difference = two adjacent runway inner circumference
The difference between the two adjacent runways = the width × of the runway; 2× ∏
