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“三角形的三边关系”的教学是建立在学生对三角形初步了解的基础之上的,所以教师要引领学生在活动情境中深入探究三角形的特征,发现数学现象,从而真正理解“三角形的两边之和大于第三边”的本质。在此,我撷取本课的三个教学片断,作粗浅的思考。一、活动感知,促进操作思考的整合师:每个小组都有3根小棒,先测量小棒的长度,再试一试,看能不能用它们围成一个三角形。(学生小组实践操作)生1:3厘米、3厘米、3厘米,能围成三角形。
The teaching of “Trilateral Relations in Triangles” is based on students’ initial understanding of triangles. Therefore, teachers should lead students to explore the characteristics of triangles in the context of activities and discover math phenomena so as to truly understand the “triangle The sum of both sides is greater than the third ”. At this point, I took three lessons from this lesson for a superficial consideration. First, the perception of activity, to promote the operation of thinking integration division: Each group has three small sticks, first measure the length of the small sticks, try again to see if they can be used to form a triangle. (Student group practice) Students 1: 3 cm, 3 cm, 3 cm, can form a triangle.