2021年初中数学教学案例.pdf

-word.zl-初中数学教学案例探索平行线的性质初中 数学教学 案例探索平行线的性质者海二中傅锜一、案例实施背景教材为人教版义务教育课程标准实验教科书七年级数学下册。二、案例主题分析与设计本节课是人教版义务教育课程标准实验教科书七年级数学下册第五章第3 节容 5.3.1平行线的性质，它是直线平行的继续，是后面研究平移等容的根底，是“空间与图形的重要组成局部。?数学课程标准?强调：数学教学是数学活动的教学，是师生之间、生生之间交往互动与共同开展的过程；动手实践，自主探索，合作交流是孩子学习数学的重要方式；合作交流的学习形式是培养孩子积极参与、自主学习的有效途径。本节课将以“生活?数学“活动?思考“表达?应用为主线开展课堂教学，以学生看得到、感受得到的根本素材创设问题情境，引导学生活动，并在活动中激发学生认真思考、积极探索，主动获取数学知识，从而促进学生研究性学习方式的形成，同时通过小组学生相互协作研究，培养学生合作性学习精神。三、案例教学目标 1.知识与技能：掌握平行线的性质，能应用性质解决相关问题。2.数学思考：在平行线的性质的探究过程中，让学生经历观察、比拟、联想、分析、归纳、猜测、概括的全过程。3.解决问题：通过探究平行线的性质，使学生形成数形结合的数学思想方法，以及建模能力、创新意识和创新精神。4.情感态度与价值观：在探究活动中，让学生获得亲自参与研究的情感体验，从而增强学生学习数学的热情和团结合作、勇于探索、锲而不舍|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 1 页，共 4 页-word.zl-的精神。四、案例教学重、难点1.重点：对平行线性质的掌握与应用。2.难点：对平行线性质1 的探究。五、案例教学用具1.教具：多媒体平台及多媒体课件.2.学具：三角尺、量角器、剪刀。六、案例教学过程1.创设情境，设疑激思播放一组幻灯片。容：供火车行驶的铁轨上；游泳池中的泳道隔栏；横格纸中的线。提问温故：日常生活中我们经常会遇到平行线，你能说出直线平行的条件吗？学生活动：针对问题，学生思考后答复同位角相等两直线平行；错角相等两直线平行；同旁角互补两直线平行。教师肯定学生的答复并提出新问题：假设两直线平行，那么同位角、错角、同旁角各有什么关系呢？从而引出课题：7.2探索平行线的性质(板书)。2.数形结合，探究性质画图探究，归纳猜测。教师提要求，学生实践操作：任意画出两条平行线ab，画一条截线c 与这两条平行线相交，标出8 个角。统一采用阿拉伯数字标角教师提出研究性问题一：指出图中的同位角，并度量这些角，填写结果：第一组：同位角角的度数数量关系第二组：同位角角的度数数量关系第三组：同位角角的度数数量关系第四组：同位角角的度数数量关系教师提出研究性问题二：将图中的同位角任先一组剪下后叠合。学生活动一：画图剪图叠合猜测学生活动二：画图剪图叠合猜测让学生根据活动得出的数据与操作得出的结果归纳猜测：两直线平行，同位角相等。教师提出研究性问题三：再画出一条截线d，看你的猜测结论是否仍然成立？学生活动：探究、|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 2 页，共 4 页文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8-word.zl-按小组讨论，最后得出结论：仍然成立。教师用?几何画板?课件验证猜测，让学生直观感受猜测教师展示平行线性质1：两条平行线被第三条直线所截，同位角相等。两直线平行，同位角相等3.引申思考，培养创新教师提出研究性问题四：请判断两条平行线被第三条直线所截，错角、同旁角各有什么关系？学生活动：独立探究小组讨论成果展示。教师活动：评价学生的研究成果，并引导学生说理因为 ab所以 1 2 两直线平行，同位角相等又 13 对顶角相等 1+4180邻补角的定义所以 2 3等量代换 2+4180等量代换教师展示：平行线性质2：两条平行线被第三条直线所截，错角相等。两直线平行，错角相等平行线性质 3：两条平行线被第三条直线所截，同旁角互补。两直线平行，同旁角互补 4.实际应用，优势互补抢答课本P21 练一练1、2 及习题 5.3 1、3.讨论解答课本P22 习题 5.32、4、5.5.课堂总结：这节课你有哪些收获？学生总结：平行线的性质1、2、3.教师补充总结：用“运动的观点观察数学问题；如前面将同位角剪下叠合后分析问题。用数形结合的方法来解决问题；如我们前面将同位角测量后分析问题。用准确的语言来表达问题如平行线的性质 1、2、3 的表述。用逻辑推理的形式来论证问题。如我们前面对性质 2 和 3 的说理过程 6.作业。学习与评价：P 2 3 6 选择；P24 7、12(拓展与延伸。七、教学反思数学课要注重引导学生探索与获取知识的过程而不单注重学生对知识容的认识，因为“过程不仅能|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 3 页，共 4 页文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 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ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8-word.zl-引导学生更好地理解知识，还能够引导学生在活动中思考，更好地感受知识的价值，增强应用数学知识解决问题的意识；感受生活与数学的联系，获得“情感、态度、价值观方面的体验。这节课的教学实现了三个方面的转变：1.教的转变本节课教师的角色从知识的传授者转变为学生学习的组织者、引导者、合作者与共同研究者。教师成为了学生的导师、伙伴、甚至成为了学生的学生，在课堂上除了导引学生活动外，还要认真聆听学生“教你他们活动的过程和通过活动所得的知识或方法。2.学的转变学生的角色从学会转变为会学，跟教师学转变为自主去学。本节课学生不是停留在学会课本知识的层面上，而是站在研究者的角度深入其境，不是简单地“学数学，而是深入地“做数学。3.课堂气氛的转变整节课以“流畅、开放、合作、隐导为根本特征，教师对学生的思维活动减少干预，教学过程呈现一种比拟流畅的特征，整节课学生与学生、学生与教师之间以“对话“讨论为出发点，以互助、合作为手段，以解决问题为目的，让学生在一个较为宽松的环境中自主选择获得成功的方向，判断发现的价值。总之，在数学教学的花园里，教师只要为学生布置好和谐的场景和明晰的路标，然后就让他们自由地快活地去跳舞吧！|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 4 页，共 4 页文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8文档编码:CV9H5U9B4Y10 HC2P3F5D6C1 ZH4M9U8R9I8