教学过程圆的面积(国外英文资料).docVIP

教学过程圆的面积(国外英文资料) teaching process First, to reveal the subject Teacher: (showing a circle on the blackboard) look, whats this figure? Student: round. Teacher: we have known the circle and studied the circumference of the circle. This lesson together we will study the area of the circle. Blackboard writing: the area of a circle. ) Comment: because the students familiar with the research ideas: understanding graphic features: perimeter area, so the teacher uses the straight to the point, the theme of the introduction, the existing research problems to form students ideas, the new knowledge into existing cognitive structure, and simple and compact structure, provides the guarantee for the time the back of the students. Two, the first inquiry, clear thinking, understand the transformation of mathematical thinking methods 1, the concept of circle area. T: please think about it. What is the area of the circle? Student: the size of a circle is the area of a circle. 2, wake up memory, realize the method of migration. T: that is to say, the size of a circle is the area of a circle. How about the area of the circle? (students silence) it seems that we have difficulties, please search in the brain, we used to study a graphic area, which have been used in the good way? Student: you can convert new graphics into already learned graphics, such as parallelogram, which can be cut into rectangles and cut into areas. 3, the layout of the first inquiry task. T: can the circle be transformed into the figure we have learned? Try to use the tools in your hand and the circular paper to try. 4, student activities, teacher visits (about five minutes). Comment: circle and former student inquiry rectangle, square, triangle, trapezoid, parallelogram are different, because it is a curve on the plane, so when the teacher asks how for the area of a circle, students can not find a way to solve immediately. Some students began to start, at this time, the teacher did not do guidance, but the time fo