Speech 1
In this lecture, the selected content is the seventh unit of the first volume of the second grade mathematics experiment textbook of People's Education Press-"Statistics". Next, I will elaborate on the contents of the textbook, students' situation, teaching process design (the first class), teaching methods, learning guidance and teaching effect. Let's talk about textbooks first:
1, this textbook is based on students' existing knowledge and experience, so that students can further experience the process of data collection, collation, description and analysis; The change of this textbook is that with the increase of statistical data, each cell of the bar graph represents 2 units. This part of the content is the continuation of the statistical knowledge learned in the first semester of senior high school, and at the same time paves the way for the study of compound statistical tables and bar statistical charts (each cell represents 5 units) in the next semester, which has the function of connecting the preceding with the following and bridging the gap.
2. In the choice of content, teaching materials should be linked with students' real life to stimulate students' interest in learning; In the arrangement of content, the textbook focuses on letting students go through the process of data collection, collation and description, so that students can learn some simple statistical knowledge, get a preliminary understanding of statistical methods and understand the significance of statistics in this process.
3. Based on the above analysis of the teaching materials, the teaching objectives of this part are: (1) to enable students to experience the process of data collection, collation, description and analysis, have a preliminary understanding of the significance of statistics, and be able to collect and collate data in simple terms. (2) Let the students know the bar chart (1 stands for two units) and the statistical table, and ask and answer simply according to the data in the statistical chart. (3) Through the investigation of interesting cases around us, stimulate students' interest in learning and cultivate students' sense of cooperation and practical ability. The key and difficult point of teaching is to guide students to understand the bar graph of two units represented by 1 grid.
Student situation:
Next is the analysis of the second grade students. Before learning to use this textbook, students have a certain knowledge base. As early as in the textbook of the second volume of senior one, they have already learned some simple knowledge of statistical charts, and initially experienced the process of data collection, collation, description and analysis. They have initially acquired the basic skills of using simple methods to collect and collate data, especially the "positive" word recording method, and initially got to know bar chart statistical charts (1 65438+). On the other hand, in addition to these necessary, The second-year students' language expression ability has been further developed, and they can express their thoughts. At the same time, the second-year students have accumulated some experience in group cooperation, and the cooperative learning activities are not more blind, and the sense of cooperation has taken shape.
The teaching process design of the first class;
Below, I will mainly talk about the teaching design of this part of the teaching content in the new teaching stage, that is, the first class. In the teaching design of the first class, it mainly includes the following four teaching links: talk introduction, revealing topics; Feeling and experience of statistical process; Consolidate, expand and deepen exercises; Classroom summary evaluation.
1, talk introduction, reveal the topic.
In the first class, the starting point of my choice is the scene in the textbook 1: "Students, do you like small animals? What is your favorite little animal? " This kind of problem is close to students' life and easy to stimulate their enthusiasm for learning. Then it naturally leads to the teaching content of this lesson: "If you want to know how much our classmates like every small animal, statistical knowledge will help us."
2. Feeling and experience of statistical process.
After revealing the topic, the next step is to let students feel and experience a complete statistical process.
Specifically, there are four small steps.
(1) Personal selection and data collection. Ask the students to choose their favorite animals in the questionnaire, and the group leader collects the questionnaires from the students in the group. In this small link, we should pay attention to two small problems. One is to remind students to choose only their favorite animals, and the other is to pay attention to whether the number of questionnaires is consistent with the actual number.
(2) data sorting and recording. The collected questionnaires naturally need to be summarized. When studying in groups, everyone chooses to record one of the small animals, and at the same time, in order to better reflect the problem, they also choose a group to record in front of the blackboard. Students can choose their favorite recording methods, but for the future, they should be guided to choose "positive" recording methods as much as possible. It should be noted here that, in view of the uncertainty of the data in this random survey, the data in the questionnaire are reported by teachers, and students are only responsible for recording.
(3) Description of the data. The description of data, first, students complete statistical tables in groups according to their own recorded data, and second, the key teaching content of this lesson: the understanding of one-to-two bar statistical charts. This can be divided into three levels and three teaching gradients. First, let the students draw bar charts independently according to the data in the statistical table. However, due to the limited number of bars prepared before class, students will soon find the problem: there is not enough grid. This leads to the next level: "Students, since the grid is not enough, please use your brains to think about it, or discuss with other students how to solve this problem?" With the joint efforts of group members, students may think of many solutions, such as drawing up and drawing to the other side. Of course, if some students think of the method that 1 grid represents two units, then after showing, communicating, reporting and comparing, students naturally think that 1 grid representing two units will be the solution; On the other hand, if no students think of this method, then teachers' guidance and guidance are needed. "Classmates, the teacher also thought of a way. Do you want to hear it? " Finally, enter the third level, which is the essence of this lesson: modify your own statistical chart according to the method of one for two. There are also several problems to be dealt with here: first, the frequency variation range on the left side of the statistical chart should be supplemented and complete; First of all, students should be reminded of the consistency of doing two things at once; Second, if there is a singular or semi-grid in the data, it should be processed or drawn.
(4) Data analysis. It is based on the statistical chart completed by students to inspire students to think: What do you know from this statistical chart? In the process of students' discussion and report, the camera shows and answers the exercises in the textbook.
3. Consolidate and expand practice.
Because a complete statistical process needs a lot of time, the consolidation and expansion exercise of this class can only be arranged in one content: practice the weather statistics of a certain area in the second question in the textbook-11.
Regarding the content of this exercise, I mainly do the following.
(1) Help students understand and know several meteorological signs.
(2) Let the students draw the histogram independently according to the existing statistics and show it.
(3) Statistical chart analysis. Here we should pay special attention to the cultivation of students' problem consciousness and the clear and accurate language expression.
4. Class summary and evaluation.
Finally, enter the class summary and evaluation stage of this class. Because the teaching content of this class is completely reserved for students, and group cooperative learning is the main method, students can talk about the harvest and performance of this class through self-evaluation within groups and mutual evaluation between groups in evaluation.
Guidance on teaching methods and learning methods:
What will be introduced next is the fourth part-the teaching method and learning guidance of this class. The pre-class preparation of this class includes: questionnaire survey, four kinds of animal cards, statistical tables and blank statistical charts, physical projection and so on. The main learning methods are: investigation, group cooperative learning, discussion learning and so on. In teaching, we should pay attention to guiding students' problem consciousness and practical consciousness in the process of learning, and pay attention to the cultivation of cooperative spirit in the process of cooperative learning. Fifth, the expected teaching effect.
Through the study of this lesson, especially the whole process from data collection to data description and analysis, students can have a preliminary understanding of histogram and truly understand the significance of statistics from the practical level. At the same time, students' problem consciousness and cooperative spirit will also be cultivated and exercised.
Lecture 2
First of all, talk about textbooks.
In the second volume of the textbook for senior one, students have learned some simple knowledge of statistical graphs, experienced the process of data collection, arrangement, description and analysis, learned to collect and arrange data by simple methods, preliminarily understood bar statistical graphs (one cell represents 65,438+0 units) and simple statistical tables, and raised and answered simple questions according to the data in statistical graphs. On the basis of students' existing knowledge and experience, this textbook allows students to further experience the process of data collection, collation, description and analysis, and get a preliminary understanding of a histogram and statistical table representing two units. Through these teaching contents, students can not only learn some simple statistical knowledge, but also understand the significance and role of statistics. Compared with the previous textbook, the change of this textbook is that with the increase of statistical data, each cell of the histogram represents 2 units. Because the statistical data is relatively large, it is inconvenient to express 1 unit with one cell. According to the data collected in this lesson, we will learn to use a cell to represent a bar chart with 2 units, and later we will learn to use a cell to represent units of 5, 10 or more.
Second, talk about teaching objectives
1. In the process of collecting, sorting, describing and analyzing empirical data, students have a preliminary understanding of the significance of statistics and will collect and sort out data in a simple way.
2. Have a preliminary understanding of bar charts (1 representing two units) and statistical tables, and be able to ask and answer simple questions according to the data in the statistical tables.
3. Through the investigation of interesting cases around us, stimulate students' interest in learning and cultivate students' sense of cooperation and practical ability.
Teaching emphasis and difficulty: Have a preliminary understanding of bar charts (1 representing two units) and statistical tables, and be able to ask and answer simple questions according to the data in statistical tables.
Third, it is teaching method and learning method.
Curriculum standards point out that hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Only by letting students actively participate in learning activities can they acquire knowledge better. In this class, I mainly adopt the following methods.
1, through the creation of situational introduction method, stimulate students' enthusiasm and exploration *, let them involuntarily enter the learning state, participate in the learning process, and experience the fun of learning.
2. Through the hands-on discovery method, students are given the opportunity to learn independently, so that they can personally write down and draw a picture, find a good way to solve the problem and experience the happiness of success during the communication and exploration with their classmates.
Fourth, teaching preparation and class arrangement.
Teaching preparation: statistics, charts, animal cards, fruit cards, etc.
Class schedule: 1 class hour
Fifth, talk about the teaching process.
In order to better break through the difficulties and achieve the teaching objectives of this course, I divide the teaching process into four steps. .
The first step is to create a situation, stimulate interest and expand the scale. Is there a way to know? Students discuss the need to use statistical knowledge to solve problems and introduce topics. It can stimulate their enthusiasm for learning and make them in the state of active inquiry, thus activating their thinking and paving the way for the next step to better experience the process of data collection, collation, description and analysis and understand the statistical significance.
Step two, students go through the process of collecting data and filling out statistical tables. 1. What method is used to record the number of four kinds of small animals? Students learned some simple recording methods in Grade One of Senior High School, some can say draw a circle, some can say draw a triangle, some can say draw a square √ and some can say draw orthography ... Then guide them to record in their favorite way, and then show the recording results to the whole class, so that everyone can compare and evaluate which way is easier to record. If students don't find it, the teacher will guide them to observe it because of an orthography. Finally, the record results will be filled in the statistical table together. The simplicity of orthographic recording method was preliminarily experienced, which laid a foundation for learning orthographic data collection in the future.
The third step is to explore independently, cooperate and communicate, complete the statistical chart, and be able to ask and answer simple questions according to the statistical chart. In order to better understand the bar chart representing the two units, first let students observe and find the information on the chart, and then ask and solve problems according to the found information. Finally, please ask questions according to the statistical results. In this way, students deeply feel the role of statistics in solving one problem after another.
The fourth step is to consolidate practice and extension. The new curriculum standard clearly points out: let students learn mathematics in life, feel the close connection between mathematics and life, and solve practical problems in life with mathematical knowledge. In this session, I ask students to continue to use the statistical knowledge they have learned, and now investigate the number of people who like running, swimming and skipping in our class, and then complete the statistical chart and questions. Finally, two questions are extended: 1. How to draw a statistical chart when the number of people is odd? 2. We used to use 1 to represent 1 when we studied statistical charts, but today we learned to use 1 to represent 2. What do you think now? Let the students transfer what they have learned today to what they have learned later in their imagination.
The fifth step is to summarize and talk about the harvest. Let the students know what they have learned in this lesson again, deepen their impression and establish a reasonable knowledge structure.
Teaching design
Textbook content:
People's education publishing house, the first volume of mathematics in the second grade of primary school, statistics
Teaching objectives:
1. Experience the process of data collection, collation, description and analysis, understand the significance of statistics initially, and simply collect and collate data.
2. Have a preliminary understanding of bar charts (1 cell represents two units) and statistical tables, and be able to ask and answer simple questions according to the data in statistical charts.
3. Through the investigation of interesting cases around us, stimulate students' interest in learning and cultivate students' sense of cooperation and practical ability.
Teaching focus:
Experience the process of data collection, collation, description and analysis, understand the significance of statistics initially, and simply collect and collate data.
Teaching difficulties:
Know the bar chart (1 cell represents two units) and statistical table, and can ask and answer simple questions according to the data in the statistical chart.
Teaching preparation:
Statistical table, watercolor pen.
Teaching process:
First, scene import
Dialogue between teachers and students (playing songs)
Do you know how many times the lamb appeared in the short film? What method should be used for statistics?
Design intention: Contact the cartoons that students are familiar with, create familiar situations for students, and stimulate students' interest in learning.
2. Reveal the topic and introduce new lessons.
Second, experience experience.
1, collecting data
(1), students collect data.
A, the short film is played quickly, and students begin to count.
B, play the short film again to slow down, and the students record it.
Discuss how to write it down, and finally find that it can be recorded in groups.
The design intention group cooperation originates from the realistic situation, the need of division of labor and cooperation, and experiences the charm of cooperation; This link is designed to make students realize that it is not enough to rely on their own strength in statistics, but to cooperate in groups.
(2) Division of labor and cooperation among groups, using orthographic statistics.
(3) Teacher: Now let's see how many times each kind of sheep has appeared.
Teacher: Let's finish the statistics together.
2. Organize data: fill in statistical tables.
3. Do statistics.
(1), students try to make statistical charts independently.
When students draw statistical charts, they emphasize that they should not exceed the grid, but should be filled.
(2) Show and evaluate students' statistical data.
In the contradictory mathematical situation, the design aims to let students experience the mathematical process from a cell representing the quantity of 1 to a quantity representing 2 or even more, truly reflecting the concrete to the abstract.
Step 4 solve the problem
(1), Teacher: According to the statistical chart, do you help the teacher solve these problems?
(2) Teacher: What other math questions can you ask according to the statistical chart?
Third, consolidate experience.
1, create a situation
2. Fill in the statistical table independently and color the statistical chart, and the teacher will give timely guidance.
3. Show and evaluate students' works.
4. Let the students ask questions and answer them according to the statistical chart.
Fourth, summarize and extend.
Can you see the difference between the statistical knowledge learned today and the statistical knowledge of Grade One in Senior High School?