小學數(shù)學四年級《線段、射線、直線》教學設(shè)計與檢測（Theteachingdesignandtestingoffourth-grademathematicsofprimaryschool,linesegment,rayandline）CollectandorganizeyourselfMistakesareinevitableForreferenceonlyIfthereareanymistakesPleasecorrectme!thankyouTheteachingdesignandtestingoffourth-grademathematicsofprimaryschool,"linesegment,rayandline"Jiadingdistrictjiangqiaoprimaryschooltongmin1.TeachingobjectivesbidirectionalbreakdowntablethemDon'tLearningcontentLearninglevelTestquestionsKnowledgeandskillsTheprocessandmethodsEmotionalattitudevaluesmemorizationunderstandapplicationAnalysisofthecomprehensiveTocomparesummaryInterestinThevalueofLinesegmentrayAstraightlineDefinitionoflinesegmentSquarerootIntheprocessoflearningtherayCreateasituationthatcorrespondstothestudent'sageStimulatestudents'interestinlearningTocultivatestudents'inquiryspiritandcultivateself-learningabilityinteachingAndpermeate"infinite"mathematicalthoughtB,eLinegraphSquarerootB,d,eAlinesegmentnotationSquarerootSquarerootB,eLinesegmentcharacteristicsSquarerootSquarerootSquarerootB,e,fMeaningofraySquarerootB,eRaygraphicsSquarerootB,d,eRadiographicnotationSquarerootSquarerootB,e,cRaycharacteristicsSquarerootSquarerootSquarerootB,e,c,fLinearmeaningSquarerootB,eLinearfigureSquarerootB,d,eLinearnotationSquarerootSquarerootB,eLinecharacteristicSquarerootSquarerootSquarerootB,e,c,fThedifferencebetweenthethreeSquarerootSquarerootSquarerootB,e,c,fNote:thetesttypesinclude:a,b,c,d,e,operationf,practicalapplicationg,investigationandresearchIi.Teachingdesignideas1.Teacher'steaching"Linesegment,rayandline"isanewteachingoffourth-grademathematicalconceptteachingThemainthingistolearnmoreabouttherayandthelinebasedontheknowledgeofthelinesegmentFocusonthegraphics,notationandfeaturesoftherayandlineTheraynotationisdifferentfromthelinesegmentandthelineThedifficultyinteachingistofocusontheanalysisIntheteachingraytheteachercollectiveanalysisexplanationWhenteachingastraightline,askthestudentstoteachthemselvestoanswerthequestionItembodiestheteachingprocessfromthehelptothereleaseAtthesametime,itpermeates"infinite"mathematicalthoughtinteachingCultivatestudents'abilitytoexploreandself-studyGettheexperienceofsuccess2.Students'learningForstudentsingradefourIhavelearnedaboutthelinesegmentinthefirstgradeTherefore,reviewtheknowledgeofthelinesegmentbeforelearningnewknowledgeLaythefoundationforthelearningoftheraysUsethelinesegmentasthebasicpointAnendpointisinfinitelyextendedTheshapeiscalledaray;ThetwoendpointsareinfinitelylongerTheformformediscalledastraightlineinterlockingStudentslearntobeeasytounderstandAtthesametimeAccordingtothestudent'sageCreatinga"lasertransmitterlaser"teachingsituationhelpsstudentstocreate"unlimited"mathematicalideasMeetthestudents'cognitiverulesIii.Teachingprocessandmethods(1)reviewtheoldknowledgeLeadstonewknowledge1.(drawingalinesegment)Teacher:what'sthisfigurecalled?Whatarethecharacteristics?TwoendpointsYoucanmeasure.Teacher:ifyouusetheletterAB,twoendpointsThislinecanbewritten:lineABIcanalsocallitthesegmentBATeacher:ifyouusealowercaseaIcancallitlinea.3,practiceDivisions:likerectanglesandtrianglesWhatisitmadeof?Teacher:whowouldsaythatWhatsegmentsarethere?ThroughthisteachingprocessImmediatefeedbackcanbeusedtodetectthesituationofstudents'masteryoftheteachingcontentofthelinesegmentItisconvenientforteacherstoidentifyproblemsandcorrectthemintimeAtthesametimeOralpracticealsosolidifiedtheteachingcontentofthelinesegmentItiseasierforstudentstomaster(2)createasituationLearningnewknowledge1.CreatescenariosTeacher:August1969ScientistshavesentalaserbeamtothemoonusingahugelaserThislighttraveled380,000kilometerstothemoonimagineThisbeamoflightwithoutthemoon'sblockingWhatwouldhappentohim?Blackboard:infiniteextensionTeacher:it'salsotrueinmathematicsimagineIfyouhavealinesegmentthat'sinfiniteWhatwouldthatlooklike?Self-taughttextbookP792.Self-studyfeedbackTeacher:throughself-studyWhatdoyouknowaboutradiation?(1)meaning:alinesegmentthatextendsoneofitsendpointsindefinitely,andtheresultinggraphiscalledarayThedesignoftherayteachinglinkadoptstheformofthestudents'self-studyintheformoflargeareafeedbackThroughstudentfeedbackTeachersevaluatefeedbacktimelyFinishtheteachingoftheraysIntheteachingofradiationAnotationfordifficultanddifficultteachingTeachersfocusonexplainingandstrengtheningadjustableStudentsarerequiredtodistinguish(2)notation:sohowdowerecordtherays?WillthelineABWithAastheendpointIt'sgoingtobeinfiniteindirectionBYougetrayABAndviceThelineABWithBastheendpointIt'sgoingtobeinfinitelyextendedtoAYougetrayBATeacher:usedtowritetheendpointletterinfrontThelettersthatshowtheextensionarewrittenintheback(3)letyourselfdrawaraywouldyou?Drawapicturealphabeticallyfeedback(4)whatarethecharacteristicsoftherays?(boardbook:thereisonlyoneendpointNotmeasurable)3.Practice:fillintheblankswiththegraphics(independentpracticeFeedback)Summary:inthecaseofrayWhatdoyouwanttocallattentionto?TheendpointlettersarewritteninfrontoftherayIntheteachingCooperationbetweenteachersandstudentsSideexplanation,sidefeedback,sideorganizingboardbookThenpracticeinthethirdpartImmediatefeedbackofstudents'knowledgeofradiationThroughpracticeOnestudentwasfoundtohavewrittentwooftheendsoftheraysTeachercorrectionTostrengthentheteachingofnewknowledgeBreakthroughtheteachingdifficultyItalsosolidifiestheteachingdifficultyofthislessonIt'sastrokeoftwo(3)self-explorationThestraightline1.(drawastraightline)teacher:whatisthisgraphcalled?TeachyourselftheP80linefirstThenanswerthefollowingquestionsReadyourselffirstRegroupcommunication:Whatkindofgraphiscalledastraightline?Howdoyouremembertheline?Whatisthefeatureoftheline?2,report(1)whatkindofgraphiscalledaline?ExtendthetwoendpointsofalinesegmentindefinitelyTheformformediscalledastraightline.Theteachingdesignoflinearteachinglinkconsistsofself-studyandfeedbackcommunicationoneAfterself-studyCreatesexualfeedbackaroundthreequestionsthatteachersgiveExchangeviewsonthreeissuesThroughcommunicationThemorecompetentstudentsinthegroupfeedbackcommunicationWe'vegottheknowledgeoftheline(2)astraightlinenotation(thestudentsanswerthesideboards)TaketwoA'sandB'sinthelineCanberecordedas:lineABorlineBAAlinecanalsobeexpressedinalowercaselLet'scallitlinel(3)whatarethecharacteristicsoftheline?(boardbook:noendpoint,nometric)3.Practice:howtomemorizethefollowingfigures?generalAndcanhelppoorstudentslearntherelatedknowledgeofthelineThesecondAfterintra-groupcommunicationTheteacherorganizedthewholeclasstogivetimelyfeedbackMakeeachstudentsystemcompletetheknowledgeaboutthestraightlineAndthroughthethirdpartCheckthestudent'simmediategraspoftheline(4)discusscommunicationComparethesimilaritiesanddifferencesWehavemettwonewfriendstodayRayandlineTheyknowtheirgraphics,theyknowhowtorememberthemUnderstandtheircharacteristics?(supplementaryboardbook)Two,compareWhatarethelines,rays,andlinesthatarethesameanddifferent?(5)multi-levelexercisesStrengthentheir1.WritelettersindicatingtheendpointRayABLineCDStraightlineMN2.Judgment(gestures)(1)·unlimitedextensionofthelinesegmentBAWegetrayAB(2)·reverseextensionoflineABandextenditindefinitelyYougetrayBA(3)xiaoMingmeasuresastraightlineby4cmAfterlearningthelinesegment,theray,thelineAssiststudentsinfurthergroomingThey'reallstraightlines."differentiateHelpstudentsunderstandbetterForbetteruseThestudentscompletedthreecomprehensiveexercisesbycompletingthefillingFeedbackontheconditionofthelinesegment,rayandlineBytestingTheteacherlearnedthatMoststudentshavemasteredthemethodofusingletterstorepresentlinesegments,rays,andstraightlinesthroughtoday'sstudyAndtheteachingdifficultyrayofthenotationalsohasasuddenDrawapictureandthinkaboutit(1)painting:drawarayThink:howmanycanyoudraw?(2)drawastraightlineThink:howmanycanyoudraw?(3)drawalinethroughtwopointsThink:howmanycanyoudraw?4.TheteachingobjectivesaretestedbrokenButtherearetwootherstudentsintheclasswhorepresentthefirstletteroftherayThesecondletterindicatesthatthedirectionoftheextensionisnotmasteredIndividualcounsellingisrequiredTodeterminewhethertheteachingobjectivesofthisclassareachievedTakeadvantageofthefirstfiveminutesofclassControlobjectivesThewholeclasswastestedforthecompleteendofthesexualfeedbackThespecifictestcontentsareasfollows:(I)testexerciseoflinesegment,rayandline1.Thefollowingfigure()isalinesegment()arerays()isastraightline......(a)(b)(c)(d)(e)(f)2,fillintheblanks,...A,BTocall()()to()()()()Endpoint()endpoint()3.Drawalinesegment,arayandalinealphabetically4.Judgment(1)thelineislongerthantheray......(a)(2)theendpointofrayABisA......(a)(3)astraightline12cmlong...(a)Drawapicture,thinkaboutitandfillinit(1)howmanyrayscanIdrawat0?(2)howmanylinescanIdrawbytwopoints?Alinesegmentisdrawnatanytwopointsinfouro'clockHowmanycanyoudraw?(2)examinationandanalysisofthesituationClass:4(4)numberofclass:41testtime:November17,2010qidtopicTheserialnumbercontentscoreOnaverage,pointsAdegreeofMainproblemanalysisaMultiplechoiceoneWhatarethelinesinthegraphbelow?55100%2Whichofthefollowingaretherays?54.75092.68%ThisoptionismultiplechoicesStudentsmissoutonmistakes3Whatarethelinesinthegraphbelow?54.75695.12%ThesecondFillsupthetopiconeThenotationandtheendpointofthelinesegment109.87898.78%OneofthestudentswrotetheendofthelineinoneThelinesegmentisnotmastered2Ray'snotationandtheendpoint1010100%3Linearnotation55100%threeMappingproblemoneDrawalinesegmentandusetheletters55100%2Drawalinesegmentandusetheletters55100%3Drawalinesegmentandusetheletters55100%fourTrueorfalseoneThelineislongerthantheray53.1763.41%TheemphasisonbothraysandstraightlinesisnotmeasurableinteachingButstudentsmayhaveaninfiniteextensionoftheraywhentheyunderstanditThelineisinfinitelylongerthantheray2TheendpointofrayABisA54.87897.56%OnestudentthoughthewaswrongTheendpointoftherayisnotmastered3Astraightlineis12centimeterslong55100%fiveDrawapictureThinkaboutitFilloutoneHowmanyrayscanIdrawat0?1010100%2HowmanylinescanIdrawonaandb?1010100%3ThereisalinesegmentatanytwopointsinfourHowmanycanyoudraw?109.26892.68%incomprehensionThreestudentswerewrongAtotalof10096.5996.59%(3)erroranalysisDetectionofterminalfeedbackwasdetectedThereareseveralreasonsfortheerror:(1)individualstudentsarenotcarefulintheirexaminationWhendoingtheproblem,miss,