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【案例描述】1.联系生活,情境导入。(略)2.操作感知,理解概念。先让学生画出一个三角形,并说说三角形有几条边?几个角?几个顶点?反馈之后,教师标出三角形各部分的名称。3.概括三角形的定义。学生对三角形的特征达成了一致的看法之后,让学生概括什么样的图形叫三角形?并结合教师提供的图例让学生提升自己的想法,接着组织学生在讨论中理解“三条线段”“围成”等概念核心词,最后揭示出三角形定义。4.认识三角形的高和底。让学生在练习纸上操作,画出三角形一个边上
[Case Description] 1. Contact life, situation import. (Omitted) 2 operation perception, understanding of the concept. Let students draw a triangle and talk about how many sides of the triangle? Several corners? Several vertices? Feedback, the teacher marked the name of each part of the triangle. 3. Summary triangle definition. After the students reached a consistent view of the characteristics of the triangle, let the students summarize what kind of graphic is called a triangle and make the students improve their ideas based on the illustrations provided by the teachers, then organize the students to understand the “three lines” Surrounded by concepts such as core words, and finally revealed the definition of the triangle. 4 recognize the high and bottom of the triangle. Have students practice on exercise sheets and draw triangles on one side