The "axisymmetric figures" lecture notes

As a tireless people's teachers, from time to time need to use the lecture notes, with the help of lecture notes we can quickly improve their teaching ability. So do you know how to write a formal lecture notes? The following is my compilation of "axisymmetric figures" lecture notes template, welcome to learn and reference, I hope to help you.

"Axisymmetric Figures" lecture notes 1

Students have learned the characteristics of plane figures and formed a certain spatial concept. Nature and daily life in a large number of axisymmetric things for the cognition of the students laid a strong perceptual foundation, this lesson is to build on these perceptual foundations of axisymmetric figures and the axis of symmetry of the two concepts for the students to lay the foundation for the future of other spatial shapes, and in the process of learning to guide the students to discover and create the beauty of life.

Second-grade students are active, nature, and have a strong interest in exploring activities, and already have a basic concept of right and wrong. So in teaching to take full advantage of this nature of students, and strive to let the students themselves in the process of appreciating the beauty of the creation of beauty to break through the teaching of this lesson in the process of the key points.

Combined with the teaching materials according to the requirements of the syllabus, I set the following three teaching objectives for this lesson:

1, cognitive objectives

Through observation, hands-on knowledge of the axial symmetry of the figure and the axis of symmetry of the two concepts. Can identify those figures around the axisymmetric figures and can find their axes of symmetry.

2. Ability Objectives

In the process of hands-on operation to develop students' observation ability, hands-on ability and creative thinking ability.

3, emotional goals

In the process of exploring new knowledge, to cultivate students' sense of aesthetics, stimulate students to learn mathematics, love of mathematics.

Such a goal set to break the traditional concept of teaching, from too much attention to the concept itself to focus on the learning process and emotional experience of students, based on the diversification of teaching objectives, so that students in the mastery of cognitive objectives, but also pay attention to the development of students in all aspects of the ability to teach students to experience the appreciation of the beauty of the axial symmetry of the figure.

The teaching of this lesson focuses on

Recognize the axisymmetric shapes through observation and manipulation, and be able to identify those shapes that are axisymmetric.

Combined with the teaching focus and the learning situation of my class I will find the axis of symmetry of the axisymmetric figures as the teaching of this lesson to break through the difficulty.

In the teaching process to use the multimedia courseware, geometric shapes, color cardboard, scissors, rulers and so on is my preparation of teaching aids and let the students prepare for the learning aids.

The new standards point out that teachers are classroom organizers, guides, participants in accordance with this concept I follow the principles of stimulation, guide, explore, put, in the teaching process, carefully create games, inducing students to think, encouraging students to do more exchanges, bold innovation. Students are the subject of learning, student participation in the classroom emotion and participation is an important factor in the effectiveness of classroom teaching, so in the choice of teaching method, I embodied the idea of playing in the middle school, learning to play, cooperation and exchange in the middle school, cooperation and exchange after learning. This lesson in order to reflect the students is the theme of learning, I based on the students' learning to create a teaching program.

First, create a situation to introduce the game

I played a game for Mickey plus ears with the students. This teaching design fully mobilizes the students' learning enthusiasm, creating an active classroom atmosphere, but also in the design of the penetration of the content of the axial symmetry, for the back of the learning to do the paving.

Second, active participation in the exploration of new knowledge

In order to allow students to intuitively perceive the axisymmetric graphics, I let the students appreciate a large number of pictures of axisymmetric graphics, such as the silent world of the dance "Thousand Hands of Goddess of Mercy" of the three groups of pictures, a group of butterflies in the natural world of the picture, daily life, often used in a large number of axisymmetric things in the picture. From these pictures, students quickly realize that the two sides of these figures correspond to each other. In order to let the students have a deeper perception of the axisymmetric figures and stimulate the students' desire to create, I let the students appreciate the traditional Chinese art of paper-cutting and the art of face painting on the theater stage. Then I asked the students to find out the rules from a large number of axisymmetric phenomena found in their bodies and daily lives, and to create axisymmetric figures freely. Since it was a free creation, the children not only had the same idea. When they finished creating I asked them to share their ideas and practices in their groups and present their results. Let the students from the hands-on work to generalize that to fold along the middle of the line, the two sides completely overlap, so that the figure is axisymmetric figure. The line where the crease is located is the axis of symmetry. Through the computer demonstration, the students' hands-on, my careful guidance to the art of creating the organic integration of the math classroom, is conducive to the development of students' hands-on ability, observation and generalization ability. The student's work as a classroom resources to make full use of, so that they enjoy the joy of success and learn to appreciate the beauty of axisymmetric shapes.

In order to break through the key points of this lesson, let the students get their hands dirty again, let them take out their own geometric shapes folded, drawn to find out the axisymmetric figure and the axis of symmetry. I am actively involved in the students, focusing on the guidance of those who are prone to error graphics, such as: how many axes of symmetry of the pentagram, folded along the diagonal of the rectangle, what did you find? What did you find out when you folded it multiple times along the diameter of a circle? I asked students to summarize these explorations into a sentence for their department friends. Through the students' hands, hole eye observation, brain thinking, mouth induction fully mobilized the students' various senses involved in learning, both to play the students' learning initiative and cultivate the students' divergent thinking, in the new lesson students through a look at, do a 'speak, perceive the characteristics of the axisymmetric figures, and then through the display, observation, discussion summarizes the concept of axisymmetric The concept of graphics, useful theory to guide practice in folding a fold, drawing a drawing to deepen the exploration process.

The third link, comprehensive practice to highlight the concept of math from life to life. First of all, I showed a visual judgment questions, students every day a lot of use of numbers, letters and Chinese characters. Let the students observe the judgment to further deepen the understanding of the characteristics of axisymmetric figures. After the students judged and guided the students to exchange taste the symmetry of Chinese characters. Both the promotion of Chinese culture and embodies the moral education of the math classroom, to achieve a high degree of integration of knowledge skills, ideology and art. And let the students use theory to guide practice, creative experience of the characteristics of axisymmetric figures.

1, let the students creatively pose a body from the front on the left and right sides are axisymmetric figures.

2. Have two or three students work together to form an axisymmetric figure using the same body ****.

At the end of this lesson, I designed a "Little Designer" call for entries for students to design a new door for our new neighbor, Fuyuan Middle School. First of all, I enjoyed many pictures of famous Chinese and foreign architectures and daily life axial symmetry with my students. Through the information network, art appreciation, math teaching three organic integration, teaching students access to information methods and ways to guide students to learn to appreciate the beauty of axisymmetric shapes, the use of student curiosity, active participation in the design of the new school door, to achieve the learning to use.

The design of the exercise from deepening understanding, experience creation, expand participation layer by layer to deepen the cultivation of students' creative thinking and sense of cooperation. Teaching and learning have the in-class to out-of-class body acceptance increases the opportunity for students to apply the practice.

Summary of the lesson: this lesson from the game to lead, hands-on, exchange of feelings, extension of the class to maximize the role of the main body of the students, so that the students in learning mathematics, love of mathematics, mathematics, get the feeling of beauty, the inculcation of beauty.

My board book abandoned the traditional use of words to express the concept of the practice, and strive to have a concise and clear text expression of complex concepts, the student works as a classroom resource to make full use of, so that students enjoy the joy of success, feel the joy of learning.

Honorable judges, teachers, my speech ends here, thank you.

"Axisymmetric figures" speech 2

Today to xx elementary school to listen to the lesson, the harvest is a lot, the following I on some of my personal feelings to you to do a brief report. First of all, I would like to start with three sentences.

First sentence: got up early and caught a late set.

Because xx elementary school is located in the northwest of my county, and our new store is located in the southwest of Rudong, at the same time, the director of the risk of letting me comment on the first class, so I got up early, 7:00 less than ready to set off in the school, it happened to meet the municipal police detachment of the political commissar of the municipal bureau of education, the leadership of the relevant leaders of the school to our special inspection of the student transportation car remediation problems, accompanied by the inspection, acceptance of the guidance, a foot with the More than an hour. And then rushed to the estuary, it was more than 8 o'clock. The first thing you need to do is to get up early in the morning to catch a late start.

The second sentence: "An unexpected harvest, a different kind of splendor.

I thought that because I was late for the first class, I would not be able to listen to it, so the main evaluation of the first class will not talk about it. I'm not sure how much I'm going to be able to do this, but I'm sure I'll be able to do it in a few minutes. (I think this is also Mr. Bao intentionally waited for a while) and the classroom teacher free, guidance and inspiration in place, especially the students' performance is quite good, and let us see the river after the implementation of the classroom reform classroom a different kind of wonderful.

The third sentence: mode construction, in the harvest and confusion in the forward.

To be honest, I always look to the students in the process of listening to the lesson, I desperately want to know the model after the construction of the students' learning state in the end, and listening to the process, we really feel the students brought us surprise, the classroom students performance is very positive, raise their hands to speak actively and enthusiastically, answering the question loud and clear expression of opinion, judgement Problems think fast ......, these are the school vigorously promote the "prior learning" after the harvest. However, in the process of listening to the class, some teachers said that in the process of constructing the model, there are some phenomena or problems that make them confused, for example, some teachers in order to teach a class that reflects the characteristics of "prior learning", especially in order to let other teachers see the implementation of "prior learning". For example, some teachers, in order to conduct a lesson that reflects the characteristics of "prior learning", especially to let other teachers see the wonderful performance of the students in the class after the implementation of "prior learning", the time spent on guiding the students to prepare before class is far more than one class period, which has to be pondered. In addition, the teacher tirelessly involved in student preview, it is not still a kind of lecture? Instead of this, it is better to let us return to the normal classroom, the lecture on the lecture, can let the students in the classroom to explore independently let their independent exploration, to help each other let their peers to help each other, this is not also practicing "learning before teaching"? There are also students in each section of the content to be studied before class, the classroom for students to experience the process of "mathematical re-creation" is basically impossible. The first step is to make sure that you have the best possible chance of getting the best out of your program, and that you have the best possible chance of getting the best out of your program.

I'd like to talk about some of my personal thoughts on Mr. Bao's lesson:

1. Mr. Bao's overall grasp of the material is very good.

Teaching, Mr. Bao did from the physical graphic observation to graphic abstract understanding, from observation to speculation and then to the verification, from the phenomenon of life to the mathematical abstraction of learning and then to the application of life, the whole process of clear thinking, dealing with the very spot. In particular, the understanding of "complete overlap", pointing to enhance the quite sophisticated, pointed out that complete overlap is not only the shape of the overlap, but also after folding the pattern of the overlap.

2, focusing on hands-on, really practicing the "do middle school" teaching concept.

Teaching, Mr. Bao has always been around a main line: the operation of the discovery of the characteristics, practical verification of the characteristics, the practical application of the characteristics. During the period of time and interspersed with "hands folded a fold", "hands draw a picture", "hands cut a cut" and other different forms of operational activities, layer by layer, in order to promote the idea of action, and achieved a good The first is to make sure that you have a good understanding of what you are doing and how you are doing it.

Of course, there are many other successes in this class, and the general feeling is that through the learning of this class, students will be y impressed by the characteristics of axisymmetric shapes, and their imagination will be improved, and at the same time, they will also be able to truly feel the "beauty" of symmetry.

If I were to say that there are still places where we can improve, I think there are a few points to think about:

1, on the handling of exercises.

The textbook has arranged a large number of practice problems for us. But as a teacher, can not mechanically understand, not to mention the simple treatment, to take the form of presenting a group, practicing a group, a group of assessment, which is inevitably too simple and boring. Therefore, we have the necessary integration or reorganization of the exercises becomes quite necessary. For example, this lesson we can put "on the letters, numbers, flags, signs of these shapes which are axisymmetric graphic judgment" of the organic integration of the topic, strung together into a situation: such as we go to visit an exhibition hall (containing the child mother hall, flag hall, etc.), so that students will be more interested in practicing, the effect will be better. Then about the letter of the judgment, the textbook is to present some letters, let the students to determine which are axisymmetric figures? In fact, we in the actual teaching, can be completely re-combined, such as "WOAIRUDONG", first let the students judge each letter, and then spell (I love Rudong), the camera penetration of love of hometown education, which can be further enriched by the function of the exercise.

2, on the "do axisymmetric figures" teaching treatment.

Mr. Bao took the first courseware to show how to cut symmetrical leaves, and then students hands-on, and then finally let the students show the teaching process, this process is basically an imitation process. The teaching materials on how to do axisymmetric figures provide a variety of methods, so teachers in the consideration of this piece of teaching, should do "first help and then put", for example, the teacher can first demonstrate the "cut tree" process (appropriate hands-on demonstration), and inspire students to observe the At the same time, pay attention to think: How did the teacher make the axisymmetric figure? Why? Solve these two problems, students about what is the axisymmetric figure will really understand. Then guide the students according to the materials provided to think about how to make axisymmetric figures, so gradually from imitation to creation, I think the students on the characteristics of axisymmetric figures will be deeper and deeper understanding.

The classroom is wonderful because of the details, but it is also full of charm because of some small deficiencies, if we can all appreciate the . If we can all frame these details with an eye for appreciation, and accept these shortcomings with a broad mind, our classroom will be more exciting as a result.

Axial Symmetry Figures" Lecture Notes 3

First, the game introduced to stimulate interest

Honorable judges, teachers good afternoon: look! What have I brought to you? We have all played paper airplanes! Let's play again today (fly a good one)! Now, who wants to come up and do the flying show with me? Here, take off! (Thank you.) Eh, why does my airplane fly flat and steady while his doesn't? Look closely at the two airplanes. This, the mystery of it, and where is it? (Show another PPT), this is the introduction to my lesson on Axisymmetric Figures. (Also show the title color print)

Second, say the material

Symmetry, is one of the most basic graphic transformations, for the cultivation of students' spatial imagination ability is very important. Previously, students have learned the characteristics of rectangles, squares, triangles and other plane shapes, forming a certain spatial concept. In this lesson, the main purpose is to help students recognize the characteristics of axisymmetric figures. It lays the foundation for future study of the characteristics of three-dimensional figures in space such as squares and cylinders. According to the requirements of the new standard and the cognitive rules of third-grade students. I determine the following course objectives:

Third, the course objectives

1, knowledge and skills: to experience the process of recognizing axisymmetric shapes, and to experience the characteristics of axisymmetric shapes.

2. Mathematical Thinking: Students further establish spatial concepts by participating in practical activities such as observation, conjecture, operation and verification.

3. Problem solving: learn to further feel the wide application of axisymmetric shapes in life from a mathematical point of view.

4. Emotional Attitude: By carrying out the practical process of students' personal experience and active exploration, students are stimulated to learn and love mathematics.

Fourth, the teaching process

In order to achieve these curriculum objectives, I am so organized teaching process.

1, perceive the characteristics, step by step in-depth

As paper airplanes are more familiar to the students around the toy, such an introduction at once stimulate their interest, the students began to discuss intensely. Careful students have observed that the left side of the plane is missing a corner, the right side of the plane on the left and right sides are exactly the same. Along the lines of students, I introduced, like this two sides of the exact same shape of the phenomenon, called "symmetry".

The design of this link, capturing the children's age and love to play, so that students in the play unconsciously into the learning state, the initial perception of symmetry of the characteristics of the object.

Then, I from the body to the surface, and then presented the following graphics in turn, (classroom and physical display at the same time, color printing paper cutouts). And asked them to take out the pictures handed out before class and categorize them according to a certain pattern. Soon the students came up with two such categories of shapes and said that this row was symmetrical while this one was not. While praising students for their careful observation and bold statements, I told students that such figures, we call it "symmetrical figures" (classroom materials in these figures on the top of the word "figure").

But it's not enough for students to know that a symmetrical figure is "the same on the left and right". So, I asked the students with a big question (the classroom shows the question mark): you say that these shapes are symmetrical, so do you have any way to prove it? At this point, I boldly let go of the time and space for exploration to the students, so that students through hands-on, independent investigation to recognize the characteristics of axisymmetric figures. The students were eager to try through hands-on practice. When the group reported some students said: Teacher, I measured with a ruler and found that the two sides are the same; some students said: I folded it in half and found that the two sides were completely overlapped. Folding in half and completely overlapping (show the keyword), what a great discovery. I then directed the students to open up the folded shapes (take out the folded shapes) to find something even bigger. Instead, students are a little disappointed to find that there is nothing left in the graph but a crease. I use the situation to my advantage, pointing out that this crease is the "pair, symmetry, and axis" of a symmetrical figure, and that such a figure is called an axisymmetric figure (show the title and take away the figure that isn't). The purpose of this activity set up, the implementation of the new standard "four bases, four can", which not only triggered students to take the initiative to think, but also promote the true internalization of knowledge, effectively highlighting the teaching of this lesson focus: to understand the characteristics of the axisymmetric figures.

Through this interlocking, step by step in-depth guidance after thinking, the class summarized the concept of axisymmetric shapes: folded crease on both sides of the figure is called axisymmetric shapes. The line where the crease is located is called the axis of symmetry. (The class and the board at the same time, remember to draw away the figure that is not symmetrical)

2, find symmetrical figures in life.

Teachers, the above is my guide to the concept of the process, can come a little encouragement applause? Thank you, sincere applause stopped, but the lesson did not stop. When the applause stopped, I signaled the students to observe our dexterous hands, students were surprised to find that the surface of our palms is also an axisymmetric figure. I took the opportunity to guide them to find out what other axisymmetric figures we have seen in our lives. Some students said, she has seen paper cutouts are axisymmetric shapes, some students said that our eyes are symmetrical, and some students, like inspired, said that our noses, ears, mouths and little faces are symmetrical. I smiled and said to the students: Yes, why do we look so handsome and beautiful in life, that is because there is such and such symmetry in us.

3, consolidation exercises to strengthen the new knowledge

In fact, symmetrical objects are far more than these, in order to develop students' horizons, reflecting the level and depth of new knowledge. I prepared for the students the following groups of different types of exercises.

The first type of exercises: including numbers, letters, Chinese characters, the purpose is to check the students' mastery of the new knowledge, stimulate students' interest in learning, so that students appreciate: math is around us.

The second type of exercises: with the help of axisymmetric figures and centrosymmetric figures, these two types of typical examples of comparison, so that students further feel the characteristics of axisymmetric figures.

For the circle has countless axes of symmetry, and "this line of figures is not axisymmetric?" This question students have different opinions. I am not in a hurry to evaluate, but let the students fully fold a fold, argue, the classroom initiative to the students, so as to break through the teaching of this lesson is difficult.

4, appreciate the picture, extend the expansion

Students through the collision of thinking, on the axisymmetric graph has a deep understanding. At this point, I led the students together into the world of axisymmetric graphics, into the ocean of symmetry. This is the Eiffel Tower, the Taj Mahal in India, the Arc de Triomphe in Paris, France, China's Tiananmen Square, Shanghai World Expo axis. I asked the students, are these figures beautiful? Before I finished, some students shouted, our square Chinese characters "beauty" is also an axisymmetric figure.

5, said the teaching method, learning method

Throughout the lesson, I follow the teacher as the lead, the students as the main body, the training of the main line of the guiding ideology, the use of situational teaching method, so that the students through the guessing, folding, arguing and other practical activities to stimulate the students' desire to learn. (New courseware) step by step deduction and induction to draw conclusions (turn to point to the board).

6, board design

My board, but also strive to achieve neat and symmetrical, illustrated, concise and clear.

V. Conclusion

Dear judges, symmetry, math, life. My speech is finished, thank you!