《等腰三角形的性质》教学反思.docVIP

《等腰三角形的性质》教学反思 《等腰三角形的性质》教学反思 等腰三角形作为特殊三角形的典范，既是三角形、轴对称等知识的深化，又是证明角相等、线段相等、直线垂直的常用依据，也为三角形相似、三角形全等等后继知识的学习，奠定了坚实的基础。八年级的学生，从心理发展水平决定学习的思维特征由经验型推理向演绎推理过度，依赖于直观经验作出相应的判断和猜想，有了初步的推理验证意识。 根据《义务教育数学课程标准·XX年版》内容，要求落实“四基”，瑗课堂教学要体现教学的过程性、互动性和生成性，要充分关注学生的主体地位，凸显学生对俯知识的主动构建、对数学基本活动经验的积累籁和对数学思想方法的感悟。我在本节课的教学ト设计中，采用了问题激趣引发思考，将学生掌握的等腰三角形概念和三角形的高、中线等已倜有知识经验与新知进行桥接。针对学习主题，嫫指导学生设计学习方案，逐步积累设计的活动々经验。学生主动开展操作实验、观察猜想、推辏理论证的探究性学习，得到等腰三角形的性质，关注其动手实践、观察猜想的直接活动活动经验和推 在进一步在变式训练中，学菱生通过应用性质的解释现象，解决问题，促使践经验内化为思想，外化为解题的方法。课堂中鸱学生充分展示学习收获，积极开展互评互议，窃体验成功的乐趣，学会客观的评价，初步感受到了数学学习的探究性和合作交流的必要性。 本节课的设计和实施中需要改进的地方：①设荡计的练习，对学生准确运用性质符号有序推理啥考察反馈的显少。②变式练习在完成的过程中撵留给学生思考的时间较少，限制了学生解决问胲题的直接经验的积累和思想方法的感悟。③对于证明角度相等，未将“等边对等角”与全等证明进行比较辨析，促进学生将获得知识和积麦累经验内化到已知的认识体系。④对等腰三角沮形的性质的应用条件限制未进行判断辨析，易缑导致学生将“三线合一”性质泛化到腰上。 create a good atmosphere for education, and to promote the all-round development of students, to establish a scientific moral education full of vigor the For long-term mechanism.Two, the goal of moral education:To guide the students to form the correct world outlook, outlook on life, values, to cultivate students unity and mutual assistance, honest and trustworthy, law-abiding, good quality, hard work, set a good XX students ideological quality, psychological quality and image quality. The formation of excellent moral education curriculum system and management system, the construction of school. The society, family moral education network, to achieve full member education, environment education, education service people, educating people. Traditional moral education initiativesThree, the routine work of moral education:Daily moral education:1, the daily morning exercises or class-break setting-up exercise and discipline inspection and appraisal of public signs;2, daily cleaning and inspection;3, the daily student school appearance, dress, wearing school card check;4, the daily duty guide to the leadership class discipline three rounds.Weekly moral education work:L, the flag raising ceremony and the nationa