《利用三角形全等测距离》教案.pdf

名师精编优秀教案5.6 利用三角形全等测距离教学目标1知识技能：会利用三角形全等测距离。2教学思考：在利用三角形全等知识测距离的过程中，培养思维的逻辑性和发散性。3解决问题：体会数学与生活的密切联系，能够利用三角形全等解决生活中的实际问题。4情感态度与价值观：通过情境创设，激发学生的积极性，感受数学与生活的密切联系。在学生合作交流解决问题的过程中，培养学生的合作精神，锻炼口头表达能力。教材分析学习的最高境界是将知识进行迁移，也就是知识的应用。在本章前几节学生已经掌握三角形全等知识的基础上，本课时利用全等知识测距离。教学设计（一）回顾旧知证明两个三角形全等方法。(二)问题情境，引入新知问题一：出示一个玻璃瓶，两根等长的小棒，谁能利用我们所学的知识，用现有的器材测量出玻璃瓶的内径？问题二：在一次战役中，我军阵地与敌军碉堡隔河相望。为了炸掉这个碉堡，需要知道碉堡与我军阵地的距离。在不能过河又没有任何测量工具的情况下，一个战士想出来这样一个办法：他面向碉堡站好，然后调整帽子，使视线通过帽檐正好落在碉堡的底部。然后，他转过一个角度，保持刚才的姿态，这时视线落在了自己所在岸上的某一点上。接着，他用步测的办法量出自己与那个点之间的距离，这个距离就是他与碉堡的距离。提问：你相信这个故事中的测量方法能够测量出我军与碉堡的距离吗?由学生说出自己的猜测，有不同意见时正好让学生体验战士的测量方法。(设计说明：用真实的故事引入新课，体现了三角形全等在生活中的广泛应用，适时的提问，激发了学生的学习积极性和好奇心。)名师精编优秀教案(二)探索研讨1情境探究(1)学生亲自体验战士的测量方法。学生利用已有的材料(如书本等)作帽檐，分小组在教室或操场上按照战士的方法亲自测量一下指定目标的距离，验证战士测量方法的合理性。教师巡视指导。个别组个别同学未能正确理解战士做法，教师适时提醒。特别注意：为避免较大误差可让学生步测时多量几次。(设计说明：学生对于情境中战士的做法十分陌生，这里的体验活动正好让他们对战士的测量有一个直观理解。利用现成材料让学生在操作验证过程中培养合作参与精神和严谨的学习态度。)(2)教师出示教科书图532。鼓励学生在刚才实践操作的基础上思考，并与同伴交流：战士这么测量的依据是什么?你能解释其中的道理吗?学生归纳总结是利用三角形全等知识。学生总结怎样利用三角形全等知识测量具体距离：利用全等三角形对应边相等得出结论。(3)教师引出课题：利用三角形全等测距离。(设计说明：鼓励学生自己说明理由，锻炼了他们数学思考能力和语言表达能力。)2实例探究(1)出示教科书想一想：如图，A，B两点位于一个池塘两端，小明想用绳子测量A，B两点间的距离，但绳子不够长，你能帮小明想想办法测A，B两点间的距离吗?请说明理由。(2)学生独立思考 3 分钟后，分组交流探讨：如何测A，B两点间的距离。教师巡视指导，特别关注有困难的学生此时是否积极参与。(3)各组汇报交流讨论的结果，教师板书出现的解决方案，由学生说明其理由。学生出现的解决方案：先在地面取一个可以直接到达A点和 B点的点 C，连接 AC并延长到 D，使CD=AC，连接 BC并延长到 E，使 CE=CB，连接 DE并测量出它的长度，DE的长度就是 A，B间的距离。文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 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HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5名师精编优秀教案学生提出的可能不止一种解决方法，教师要尽可能让学生用自己的语言有条理地表达。教师对各种解决方案做简要评价。(设计说明：这里没有按照书上的“给出解决方案，说明理由”，而是让学生“自主解决问题，说明理由”，把课堂还给学生，把问题交给学生，由学生自主探索交流得出结论，学生将感受到成功的喜悦，培养了学生解决问题的意识和能力。)(三)回顾与思考这一节课你有何收获?(四)作业略。文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 HR7C10T1F6E9 ZA3Y7C8Y3A5文档编码:CP6B9G10P8F6 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