角的初步认识教学设计.docx

角的初步认识教学设计.docx

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角的初步认识教学设计

“角的初步认识”教学设计

20.0pt;mso-line-height-rule:

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70.25pt;mso-height-rule:

exactly">一、创设情境，引入新课

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exactly">出示单元主题图：

同学们，请你认真观察这个校园都有些什么？

请说给你的同桌听一听。

20.0pt;mso-line-height-rule:

exactly;

mso-element:

frame;mso-element-frame-hspace:

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exactly">图中有正在锻炼的学生，正在踢足球的学生，还有拿三角尺的老师和修剪花木的老爷爷，这些情景都与角有关。

20.0pt;mso-line-height-rule:

exactly;

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70.25pt;mso-height-rule:

exactly">问：

你能在校园里找到我们数学课上学过的图形吗？

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exactly;

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exactly">

24.0pt;line-height:

20.0pt;mso-line-height-rule:

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frame;mso-element-frame-hspace:

9.0pt;mso-element-wrap:

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mso-element-top:

70.25pt;mso-height-rule:

exactly">很好！

大家都很善于用数学的眼光观察校园。

其实，校园里还藏着一种图形，你们瞧（在主题图的钟面上、剪刀上、三角尺上呈现色线，表示出角）！

24.0pt;line-height:

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exactly;mso-element:

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70.25pt;mso-height-rule:

exactly">请同学们仔细观察这些图形，有人知道这样的图形叫什么名字吗？

29.4pt;mso-char-indent-count:

2.0;

line-height:

20.0pt;mso-line-height-rule:

exactly;mso-element:

frame;mso-element-frame-hspace:

9.0pt;mso-element-wrap:

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page;mso-element-anchor-horizontal:

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70.25pt;mso-height-rule:

exactly">这些图形叫做“角”，今天我们一起来认识它！

（板书课题：

角的初步认识）

20.0pt;mso-line-height-rule:

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70.25pt;mso-height-rule:

exactly">

20.0pt;mso-line-height-rule:

exactly;

mso-element:

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around;

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mso-element-top:

70.25pt;mso-height-rule:

exactly">二、合作交流，探究新知

23.25pt;line-height:

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exactly;mso-element:

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70.25pt;mso-height-rule:

exactly">1、结合情境，认识角

23.25pt;line-height:

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exactly">你们瞧！

刚才那位老师的三角尺老师也有。

谁上来指一指它的角在哪儿？

23.25pt;line-height:

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frame;mso-element-frame-hspace:

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70.25pt;mso-height-rule:

exactly">在学生指角的过程中，教师应注意告诉学生正确地指角的方法。

23.25pt;line-height:

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exactly">大家手里都有三角尺，请拿出来。

然后我们一起来像这样指一指，再用手顶一顶、摸一摸，看看你有什么发现，把你的发现告诉同桌。

24.0pt;line-height:

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exactly">看来，同学们对角已经有了一些初步的认识。

老师这里还有一些物品，请你指出这些物品上有角吗？

24.0pt;line-height:

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70.25pt;mso-height-rule:

exactly">课件出示例1，让学生指角，每指完一个角，用红色线表示出角。

24.0pt;line-height:

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70.25pt;mso-height-rule:

exactly">大家指的非常正确！

下面为了方便大家观察，老师隐去这些物品。

24.0pt;line-height:

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70.25pt;mso-height-rule:

exactly">下面请同学们观察这三个角，这三个角有什么共同的特征？

24.0pt;line-height:

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frame;mso-element-frame-hspace:

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70.25pt;mso-height-rule:

exactly">在学生发现角的共同点的基础上，教师给出角的各部分名称。

并得出结论：

一个角有一个顶点，两条边。

（课件出示）

23.25pt;line-height:

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70.25pt;mso-height-rule:

exactly">2、实际操作，丰富认识

23.25pt;line-height:

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70.25pt;mso-height-rule:

exactly">昨天老师让你们准备的两根硬纸条和一个图钉，请拿出来。

下面请大家开动脑筋，想办法用这些做成一个角，看谁最先做出来。

23.25pt;line-height:

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70.25pt;mso-height-rule:

exactly">都做完了吗？

23.25pt;line-height:

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70.25pt;mso-height-rule:

exactly">下面，老师有个问题请大家思考一下，要使你做得角和你同桌做得角一样大，你们应该怎么做？

（得出叠合的方法比较角的大小）

23.25pt;line-height:

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exactly">同学们都很善于发现，老师也做了一个角，现在，请你想一想，要把你手中的角变得比我的角大，你该怎么办？

20.0pt;mso-line-height-rule:

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exactly">很好，下面请同学们向老师这样张开活动角，然后逐渐合拢活动角，并且认真思考一下，看看有什么发现。

23.25pt;line-height:

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exactly">在学生汇报的基础上使学生明白：

角的大小与两条边张开的程度有关。

23.25pt;line-height:

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exactly">刚才我们用纸条做了活动角，你能用纸折出自己喜爱的物品吗？

（老师对你折的物品有一个要求，就是你折的物品中要有角。

）

23.25pt;line-height:

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exactly">3、在生活中找角

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exactly">同学们都很有创造力，而且也都正确地指出了角，值得表扬。

其实啊！

角在我们生活中随处可见。

下面，就请你和同桌一起，在我们教师中找一找，看看那些物体的表面有角。

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exactly">4、画角

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