2023年八年级数学说课稿10分钟(六篇)
在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?下面是小编为大家收集的优秀范文,供大家参考借鉴,希望可以帮助到有需要的朋友。
八年级数学说课稿10分钟篇一
大家好!今天我说课的题目是《整式的乘法》,下面我就教材、教法与学法指导、教学设计和教学反思四个方面来向大家介绍一下我对本节课的理解与设计。
为了充分调动学生的参与意识,更好地落实各项目标,本节课以学生的数学活动为主线,以让学生参与为本课的核心,以自主、合作、探究、实践为学生的主要学习方式,在此基础上,我采用了如下的教学方法:尝试法、实践法、讨论法、发现法,让学生全员参与,全员活动,让学生和老师、学生和学生之间互动,特别是让学生展示、点评、质疑,充分调动了学生的积极性,发挥学生的潜能。本节课的主要教学过程设计了“导学达标——探究释疑——拓展延伸——内化迁移”四个基本环节。
1、导学达标:
在这个环节首先检查了学生的预习案完成情况,针对预习中存在的问题进行点拨。然后由一个实际问题引入课题,激发学生兴趣,最后再解读本课的学习目标、重难点,让学生带着目标和问题展开本节课的学习。
2、探究释疑:
这一环节一共设计了两个探究活动。
第一个探究活动让学生进行了拼图游戏,通过比较所表示的拼出的大长方形面积,从而发现多项式乘以多项式的法则,然后和预习案中用代数方法所得出的结论进行比较。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分配律的应用,从而突破了难点,进而让学生体会到转化以及数形结合的思想。
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:
多项式与多项式相乘,先用一个多项式的每一项分别乘以另一个多项式的每一项,再把所得的积相加.
接下来我设计了一道例题,例题是课本的题目,其目的是熟悉、理解法则。完成例1时,教师引导学生严格按照法则来做,并认真板书,规范了学生的解题过程,起到了示范作用。在完成例题之后,为了让学生检验自己对法则的理解和掌握程度
八年级数学说课稿10分钟篇二
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八年级数学说课稿10分钟篇三
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八年级数学说课稿10分钟篇四
学生已经学完三角形的内角和,对内角和的问题有了一定的认识,加上八年级的学生好奇心、求知欲强,互相评价、互相提问的积极性高、因此对于学习本节内容的知识条件已经成熟,学生参加探索活动的热情已经具备,所以把这节课设计成一节探索活动课是切实可行的。
本节课是《义务教育课程标准实验教科书》北师大版八年级上册第四章第六节《探索多边形内角和与外角和》的第一课时、本节内容是七年级上册多边形相关知识的延展和升华,并且在探索学习过程中又与三角形相联系,从三角形的内角和到多边形的内角和环环相扣,前面的知识为后边的知识做了铺垫,联系性比较强,特别是教材中设计了现实情境,“想一想”,“议一议”等内容,体现了课改的精神、在编写意图上,编者强调使学生经历探索、猜想、归纳等过程,回归多边形的几何特征,而不是硬背公式,发展了学生的合情推理能力。
【知识与技能】掌握多边形内角和定理,进一步了解转化的数学思想
【过程与方法】经历质疑、猜想、归纳等活动,发展学生的合情推理能力,积累数学活动的经验,在探索中学会与人合作,学会交流自己的思想和方法。
【情感态度与价值观】让学生体验猜想得到证实的成功喜悦和成就感,在解题中感受生活中数学的.存在,体验数学充满着探索和创造。
【教学重点】多边形内角和定理的探索和应用。
【教学难点】多边形定义的理解。多边形内角和公式的推导。转化的数学思维方法的渗透。
本节课分成七个环节:
第一环节:创设现实情境,提出问题,引入新课。
第二环节:概念形成。
第三环节:实验探究。
第四环节:思维升华。
第五环节:能力拓展。
第六环节:课时小结。
第七环节:布置作业。
1、多媒体展示蜂窝,教师结合图片让学生发现生活中无处不在的多边形。
2、工人师傅锯桌面:一个四边形的桌面,用锯子锯掉一个角,还剩几个角?
1、通过现实情境的展示,调动学生的情绪,激发起进一步学习的兴趣。
2、把学生的注意力自然的引入研究方向,为课题的研究做铺垫。
1、借助多媒体显示一多边形,学生类比三角形的有关知识对多边形定义、并表示出相应的元素。
2、教师再给出严格规范的定义,特别借助学具说明“在平面内”的必要性、此外,说明正多边形的定义以及多边形可分为凸多边形和凹多边形。
1、对于边角这些能在图形中识别而又不要求学生掌握的描述性定义,采取学生类比三角形的表示方法来归纳,渗透类比的数学思想。
2、借助于自制的直观教具,说明多边形定义中“在平面内”这一条件,易于学生理解,化解了难点。
(以四人小组为单位展开探究活动)
提出问题:三角形的内角和为180°,那么多边形的内角和是多少度呢?从四边形开始研究。
活动一:利用四边形探索四边形内角和
要求:先独立思考再小组合作交流完成)
(师巡视,了解学生探索进程并适当点拨)
(生思考后交流,把不同的方案在纸上完成)
八年级数学说课稿10分钟篇五
各位老师:
你们好!
今天我要
为大家讲的课题是《全等三角形的判定》。
首先,我对本节教材进行一些分析:1、教材所处的地位和作用:
在此之前学生已学习了全等三角形的定义、性质,对全等三角形有了一定的了解,这为过渡到本节的深入学习起着铺垫作用。本节内容是在本章内容中,占据重要的的地位。以及为其他学科和今后的几何学习打下基础。
2、教育教学目标:
根据上述教材分析,考虑到学生已有的认知结构心理特征,制定如下教学目标:
(1)知识目标:
①对全等、对顶角、对应边、对应角的定义,能够熟练掌握,并达到更深一层的理解。
②能够利用尺规画出全等的三角形,学生具有一定的作图能力。
③掌握并理解三角形全等判定定理中的sss和sas。
④能够运用sss和sas判定定理判定三角形是否全等,利用三角形全等解决一些实际问题。⑤通过教学培养学生分析问题,读图分析,解决实际问题,培养学生运用知识的能力,培养学生加强理论联系实际的能力,
(3)情感目标:通过的师生共同摸索判断全等三角形全等的方法,激发学生学习兴趣。
3、重点难点:①掌握并理解三角形全等的判定定理
②运用定理判定三角形全等,利用全等三角形解决实际的问题和几何题
1、教学手段:为了让学生充分理解和掌握三角形判定定理,突破难点,我在教学过程中,采用两探究引出定理,两个运用定理的例子,来进行教学。探究中主要用尺规作全等三角形的方法中引出全等三角形的条件,进而得出定理。这样学生就更容易理解和掌握定理。在用两个练习巩固知识。
2、教学方法及其理论依据:为了调动学生学习的积极性,充分体现课堂教学的主体性,我采用自学、议论、引导教学法,以学生为主体,老师为主导,引导学生运用观察、分析、概括的方法学习这部分内容,在整个教学过程当中,贯穿以学生为主体的原则,充分鼓励和表扬同学。
3、学情分析:(说学法)
1、八年级学生的思维已逐步从直观的形象思维为主向抽象的逻辑思维过渡,而且具备一定的信息
收集的能力。
2、学生自主探索,思考问题,获取知识,掌握方法,真正成为学习的主体。3、学生在在讨论学习中体验学习的快乐。讨论交流的友好氛围,让学生更有机会体验自己与他人的想法,从而掌握知识,发展技能,获得愉快的心理体验。
4、教学程序:
(1)复习回顾上节课内容:
定义:能够完全重合的三角形叫做全等三角形,重合的边叫对应边,重合的角叫对应角
性质:全等三角形对应边和对应角相等
三角形全等的性质让我们知道ab=a’b’bc=b’c’ac=a’c’∠a=∠a’∠b=∠b’∠c=∠c’,满足六个条件中这一部分,能确定△abc≌△a’b’c’,先让学生画出△abd,再让学生在画△a’b’c’过程中明白,确定一个条件或两个条件下不能确定两个三角形全等,通过适当时间的引导探究得出得出,当ab=a’b’bc=b’c’ac=a’c’时,只能画出一个a’b’c’满足条件,于是得出定理:三个对应边相等的两个三角形全等,简写成sss。
(3)得出定理,我通过讲解简单的例题,让学生懂得定理sss定理的运用。
(4)探究2:
得出:定理两边和它们的夹角对应相等的两个三角形全等,简写成sas
(5)通过解决生活实例,讲解三角形全等的运用。
(6)练习:在适当的时间过后给出
参考答案,并进行简单的讲解。
(7)小结:通过本节课的学习,你有哪些收获?
(8)我的板书:我会把复习内容和这节课的定理用红色粉笔标明在左边,中间板书探究和例题的内容,右边板书练习的参考答案。
(9)布置作业:p37,第1,3题。八年级数学说课稿10分钟篇六
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