四边形的分类教学设计(Teaching design of quadrilateral classification).docVIP

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四边形的分类教学设计(Teaching design of quadrilateral classification).doc

四边形的分类教学设计(Teaching design of quadrilateral classification)

四边形的分类教学设计(Teaching design of quadrilateral classification) [] the new century primary school mathematics teaching content of the fourth grade 2 No. 3233 page quadrilateral classification [teaching content] This class is the fourth grade 2 the content of the second part is to build a knowledge base on the students already know on the quadrilateral. The content of this course is to classify the quadrangle, and let students know the characteristics of the ladder by classification, and further understand the parallelogram. Through the study of this lesson, we can make the students master the parallelogram, whether they are parallel according to the two sets of the opposite sides, and can be divided into parallelogram, trapezoid and other quadrilateral. The three sets of graphs given by the teaching materials are classified according to whether the two groups are parallel to each other, and the teaching materials are mainly for the A group and the B group. Teaching classification method, the textbook also timely arrange some exercises to cultivate students ability of comparison, abstraction, improve students ability to solve practical problems, and the penetration of mathematical thinking set, the development of the concept of space. [student analysis] The curriculum standard clearly points out that promoting the development of students spatial concept is an important task of primary school mathematics geometry teaching. Preliminary knowledge of geometry, whether it is line, surface, body features, or graphic features, nature, for grade four primary school students, are more abstract, but also difficult to master. The students life practice and the things they are exposed to are mostly related to space and graphics, and their life experiences are valuable resources for the development of spatial concepts. Therefore, in the classroom teaching, we should not only pay attention to the results of the study, but also attach importance to the process, and guide students to ex

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