多项式乘多项式说课稿.pdf

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1、多项式与多项式相乘尊敬的各位老师：大家好!我今天说课的课题是多项式与多项式相乘。下面我将从以下几个方面进行阐述：首先，我对本节教材进行简要分析。一、说教材1、教材编写的思路、地位和作用本节内容是人民教育出版社出版的义务教育课程标准实验教科书数学八年级上册第十四章第四节第二课时，属于数与代数领域的知识。它是学生在学习完单项式乘以多项式之后安排的内容,既是单项式与多项式相乘的应用与推广，又为今后学习乘法公式、因式分解等知识作准备.同时,还可以激发学生对数学问题中蕴含的内在规律进行探索的兴趣和培养学生知识迁移的能力.因此,它在整个七-九年级数与式的学习中占有重要地位.2重点和难点教学重点是：多项式与

2、多项式乘法的法则及应用.教学难点是：多项式乘法法则的推导过程以及法则的应用.基于以上对教材的认识，根据数学课程标准的理论联系实际的基本理念，考虑到学生已有的认知结构与心理特征，制定如下的教学目标。二、说教学设计目标我根据数学课程标准结合教材内容和学生实际情况制定如下目标：（请看）1知识与能力目标：通过学生自己的探索，用几何和代数两种方法得出多项式与多项式乘法的法则.在学生探究的过程中,培养学生思维的能力以及分析和解决问题的能力.2过程与方法目标：在经历探索多项式与多项式乘法法则的过程中，体会数形结合的思想和整体代换的思想.3 情感态度价值观目标：通过数学活动,让学生对数学产生好奇心和求知欲；从

3、而体会到探索与创造的乐趣和成功的喜悦.为突出重点、突破难点、抓住关键，使学生能达到本节设定的教学目标，我们再从教法和学法上谈设计思路。三、说教学方法*课堂结构设计为了充分调动学生的参与意识，更好的落实各项目标，我采用了小组讨论法和启发式等教学方法.1.创设情境，引入课题.以某小区绿化带面积扩建为实际背景来激发学生学习的兴趣并导入课题：多项式与多项式相乘2.探究新知，揭示规律.一方面学生以学习小组的形式参与拼图活动，在拼图的过程中体会代数的问题可用几何的方法解决；另一方面，通过比较(a+b)(m+n)与 a(m+n)这两个代数运算式的联系与区别，来引导学生可以用代数的方法推导出多项式乘法的法则，

4、使学生感受到代数与几何的内在联系，从而体会到数形结合和整体代换是重要的数学思想方法，它对学生今后的学习起很重要的作用.3.变式与提高.在理解法则后，学生基本上会用法则来进行计算,在计算过程中学生可能会出现符号错误及漏乘等问题.因此,为了解决上述问题,我设计了变式练习；又为了提高学生分析和解决问题的能力,我设计了提高练习.4.回顾与小结.通过教师的引导，让学生交流、归纳.这样安排的目的是培养学生归纳、总结问题的能力，并鼓励学生积极大胆的表达自己的思想和与他人交流思想，体现了学生是学习的主人，教师起组织者和引导者的作用.*教学媒体设计根据学生的年龄特征和认知规律，我对教学媒体的利用进行如下设计：1

5、.在创设情境，引入课题环节中，展示某小区绿化图,并由此引出本课时的课题.2.在探究新知，揭示规律环节中,演示拼图过程,帮助学生分析和思考,从而推导出法则.3.在变式与提高环节中，先展示练习题让学生进行训练,目的是节约时间,从而增加学生思维密度,提高课堂效率.然后再展示握手的动画,提醒学生避免漏乘.4.在回顾与小结环节中,展示小结内容,帮助学生把知识类化和构建知识结构.四、说教学过程1创设情境，引入课题某小区有一块长a 米，宽 m 米的长方形绿化带(如图 1)，为了使小区环境更加优美，开发商将绿化带的宽增加了n 米(如图 2)，你能用代数式表示图2 的面积吗？后来开发商又将这块绿化带的长增加了b

6、 米(如图 3)，你能用代数式表示图 3 的面积吗？图 1图 2 图 3manmabnma文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B

7、3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N

8、6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4

9、P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC

10、8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF

11、4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9

12、D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1由图 2 得到：a(m+n),由图 3 得到：(a+b)(m+n),针对这两个表达式,我设计下面两个问题.(1)你会计算式吗?(2)你会计算式吗？如果不会算，困难在哪里？问题

13、的提出,促使学生观察和比较,主动地发现问题,提出问题,并产生解决问题的欲望.孔子曾经说过:“不愤,不启,不悱,不发”.当学生处于想解决问题的焦急状态时,我就顺势导入课题-多项式与多项式相乘.2、探究新知，揭示规律.分为两个步骤进行:第一步:如何得到它(a+b)(m+n)的计算结果第二步:用代数的方法得到等式(a+b)(m+n)=am+an+bm+bn为了解决第一步的问题,我设计了一个拼图活动:发给每个学习小组如下图所示的四个矩形纸片,并用所发纸片拼出面积不同的矩形,比一比哪个小组的拼法多?这里我让学生分组活动,当学生分组活动结束后,我请学生上台展示他们的拼法,并引导他们观察,可以归纳为两类拼法

14、:第一类,是由两个矩形拼成的；第二类是由四个矩形拼成的.以第一类中一个图形为例进行分析,让学生思考:nm a 1你能用不同的代数式表示它的面积吗？学生通过观察图形得到这两个结果:a（m+n）、am+an 2 这两个代数式相等吗?学生经过思考得出相等的结论.因为它们都表示同一个矩形的面积.3你能根据以前所学的知识，说明等式a（m+n）=am+an 从左到右是a a b m m n n b 文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6

15、C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P

16、7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8

17、B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4

18、N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D

19、4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:C

20、C8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 H

21、F4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1怎么得到的吗？设计以上问题,一方面起到复习单项式乘以多项式的内容,另一方面为下面得到多项式乘以多项式的结论作铺垫.针对第二类中一个图形为例,设计如下问题:1你能用几种方法表示第二类矩形的面积?学生经过思考、讨论得到下面四种结果:(a+b)(m+n)m(ab)n(ab)a(m+n)+b(m+n)am+an+bm+bn 2这些代数式之间有什么关系?请说明理由.学生通过观察图形和代数式,能得到如下的等式.(a+b)(m+n)=m(a+b)+n(a+b)=a(m+n)+b(m+

22、n)=am+bm+an+bn(a+b)(m+n)=m(a+b)+n(a+b),(a+b)(m+n)=a(m+n)+b(m+n),(a+b)(m+n)=am+an+bm+bn,3请问等式和等式的右边还能计算吗?若能,它们计算的结果是什么?学生经过计算得到的结果:都是等式的右边.由此,我们得出多项式乘以多项式的结果是:(a+b)(m+n)=am+an+bm+bn 为了让学生从另一角度去理解多项式乘以多项式的结果,我让学生继续思考:现在,你会算(a+b)(m+n)吗?如果,还有学生不会算的话,我用多媒体展示(a+b)(m+n)与 a(m+n)这两个代数运算式的联系与区别.目的是启发学生将(a+b)或

23、(m+n)看成一个整体,进而将多项式乘以多项式化为单项式乘以多项式,从而推导出多项式与多项式乘法的法则.(a+b)(m+n)=am+an+bm+bn此时教师引导学生进一步认识到多项式乘以多项式本质上与单项式乘以多项式一样都是乘法对加法分配律的应用，从而突破了难点，进而让学生体会到整体代换的数学思想.在得出多项式乘法的法则后，我让学生试着用文字表述它，学生的叙述开始bnmabnmaamnbbnmaamnb文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1

24、W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D

25、2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1

26、文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10

27、A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H

28、9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5

29、U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O

30、10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1不一定完善，在此教师要帮助学生认识到法则的本质，并最终得出多项式与多项式的乘法法则.3、运用知识尝试解题例 1:计算：（1）（x+2）（x-3）(2)(x-2)(x-3)（3）（2x-5y）（3x-y）(4)n(n+1)(n+2)4变式与提高在学习完例题后，为了让学生检验自己对法则的理解和掌握程度，规范学生的解题格式.我设计了如下练习：练习一：计算：(1)(2x+y)(x-3y)；(2)(2a+b)2；(3)(a+b)(a-b)；(4)(x+3)(x 4

31、).*根据以往的教学经验，学生在学习中经常会出现下面几类问题：(1)最后结果没有合并同类项的问题；(2)如何确定积中每一项的符号问题；(3)漏乘问题.为了进一步巩固基础知识,针对上述问题,我设计了练习二.练习二：判断下列式子的运算是否正确，如果有问题请指出并加以改正.(1)(a-b)(-c-d)=ac ad bc+bd；(2)(2x+3)(y-1)=2xy-2x+3y 3；(3)(2n+5)(n-3)=2n2-6n+5n-15；(4)(x+3)(x+1)=x2+3.我先让学生自己独立去做,然后在小组内相互批改,最后各组开展交流.接着,针对类似于第四小点的漏乘问题,我设计了一个握手的动画.根据数

32、学课程标准的基本理念：让不同的学生得到不同的发展，于是我设计了提高练习.提高练习：(1)已知(x+a)(x-4)=x2-x-12，那么 a=；(2)若(x+a)(x+b)=x2+5x+6，则 a=,b=.多项式与多项式相乘，先用一个多项式的每一项乘以另一个多项式的每一项，再把所得的积相加.即：(a+b)(m+n)=a m+a n+bm+bn文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:C

33、C8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 H

34、F4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX

35、9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码

36、:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8

37、 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2

38、ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档

39、编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1通过练习，我有意识地引导学生进一步观察结果中各项是如何得到的，目的是学生在掌握了多项式乘法的法则后，训练学生的发散思维和提高学生分析问题的能力.5回顾与小结(1)(x-y)(3x+5y)=3x2+2xy+()y2,y2项的系数是多少?符号如何确定?(2)(m-n)(a+2b+1)的计算结果有多少项?(3)怎样计算(a b)(a+c b)?我是用思考问题的形式进行,让学生对上述问题进行充分的思考讨论,教师引导学生归纳,得出本课小结内容.多项式与多项式的乘法法则：多项式与多项式相乘，先用一个多项式的每一项乘以另一个多项式

40、的每一项，再把所得的积相加.即：(a+b)(m+n)=am+an+bm+bn法则运用过程中要注意的几类问题:理解法则中两个“每一项”的含义，不要漏乘；积中每一项的符号，多项式中每一项都包含它前面的符号，“同号得正，异号得负”；展开式中有同类项的要合并同类项.6作业布置教科书 63页习题 9.3 中 1、（1）（2）2、（1）5、（2）（4）题为了尊重学生的个体差异，满足学有余力的学生需要,我特意安排了拓展练习:多项式(my8)(23y)的计算结果不含y 项，求 m的取值?这就是我整堂课的板书设计(略)五、评价设计这是一堂融知识传授、能力培养和思维训练为一体的课.它充分体现了数学课程标准的基本理

41、念，教师的教学遵循了人本主义理论，在课堂上由机械的传授知识转移到以人为本的发展上来，注意了学生的个性化和多元化,学生的学习依据了建构主义理论.具体来说，本节课在教师的引导下，让学生在拼图的活动中遵循“探索-发现-合作-交流-归纳”等过程.让学生由关注结果向关注过程转变，注重了由知识本位向能力本位的转变.有意识地渗透数形结合和整体代换的数学思想方法，培养了学生动手实践的能力和逻辑思维的能力，从而整体提升了学生的素质.文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B

42、3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N

43、6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4

44、P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC

45、8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF

46、4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9

47、D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1文档编码:CC8B3O10A1W8 HF4N6C8H9D2 ZX9D4P7H5U1