Lecture draft of statistical graph of broken lines

As a teacher, it is inevitable to write lecture notes, which can effectively help us summarize and improve our lecture skills. How should I write the lecture draft? The following is a sample essay on the lecture draft of the PEP statistical chart, hoping to help you. The lecture draft of statistical graph of broken lines 1

1. teaching material analysis 1. Characteristics of teaching materials

(1) Rational use of the transfer law, based on students' existing knowledge and experience, to guide students to master new knowledge.

Because the statistical chart of broken line is similar to the statistical chart of bar, only the points are drawn according to the size of the data without drawing straight lines, and then connected by line segments in sequence. Therefore, the bar chart with varied data is selected in the textbook, which leads to another expression and naturally transitions to the broken line chart.

(2) Provide realistic materials, so that students can further understand the significance of statistics.

This unit carefully selected a large number of life materials, so that statistical knowledge and life can be closely linked. Such as height change, temperature change, patient's temperature change, etc.

(3) Cultivate students' ability to find problems, solve problems and make reasonable guesses in the process of statistics.

When the textbook is arranged to answer questions according to the statistical chart, it provides a larger space for students to find, ask and solve problems by themselves.

2. The Curriculum Standard requires

the "simple data statistical process" in the field of "statistics and probability" in the Curriculum Standard.

By analyzing the requirements of Curriculum Standard, it can be seen that understanding and application are the key points for this part of polyline statistical chart, but making statistical chart is not the key point for learning.

3. Comparison of teaching materials

This part of the textbook of Hebei Education Edition appeared in the second volume of grade five. Comparing two different versions of teaching materials, we can find that:

First, both versions of teaching materials use knowledge transfer, and by comparing with bar statistical charts, they reflect the characteristics of broken-line statistical charts.

Second, the broken-line statistical chart in the textbook of Hebei Education Edition is heavily marked with red color. When trying to draw the broken-line statistical chart, mark the "point" first for students to supplement. This reduces the difficulty of students' operation.

Thirdly, this unit in the textbook of Hebei Education Edition also covers the teaching content of compound broken-line statistical charts.

second, the analysis of academic situation

students began to contact with the content of statistics in grade one, and learned the simple statistical chart and the simple bar statistical chart of "1 as one" based on the classification results. In the first two volumes, they learned the bar statistical chart and the compound statistical table of "1 as two" and "1 as five" respectively, and in the third year, they learned the bar statistical chart and the horizontal bar statistical chart with different starting grids. Therefore, before learning this unit "Broken Line Statistics", I have learned a lot about bar statistics, including drawing bar statistics, understanding the characteristics of bar statistics, solving problems in life according to the mathematical information contained in bar statistics, and asking related questions, etc. Therefore, learning this unit knowledge will migrate from bar statistics.

In addition, "broken line statistics" will be encountered in real life, for example, in news, some students may know it, and some students may not notice it, but with the basis of bar statistics, students will not have too many problems in understanding broken line statistics.

This unit of knowledge is also the basis of learning compound broken-line statistical charts in grade five, so students need to fully understand the characteristics of broken-line statistical charts and the differences between them and bar statistical charts.

Presupposition of learning difficulties:

(1). The summary of the characteristics of the broken line statistical chart should be produced by comparing with the bar statistical chart, so that students can fully communicate "What did you find?" "What's the difference?" In the process, it gradually formed its characteristics.

(2). Under what conditions is it better to choose a statistical chart? Bar chart or broken line chart.

My thinking

In this class, I will try to integrate the contents of two class hours (Example 1 and Example 2) of this unit. In the classroom teaching process of this class, I will establish the connection between old and new knowledge by means of knowledge transfer, and let students think independently and cooperate with each other. Let students understand the guiding significance of broken-line statistical chart to life and learn to predict correctly according to the change of data; Students are not required to make a complete statistical chart of broken lines, as long as they can supplement the statistical chart according to the data and describe and analyze the data. Students with ability can try to make it, but there is no uniform requirement.

in the following classes, I will arrange the selection of statistical charts (the selection of bar statistical charts and broken statistical charts) and the continued understanding and application of broken statistical charts.

Third, determine the goal

1 Students can further understand the significance and role of statistics in life through simple analysis of data.

2 students can understand the simple broken-line statistical chart (the difference between it and the bar statistical chart and the characteristics of the broken-line statistical chart), read the broken-line statistical chart, answer simple questions according to the statistical chart, and find mathematical problems from the statistical chart.

3 Students can complete the broken line statistical chart and describe and analyze the data. Students with ability can try to make it.

4 students can stimulate their interest in learning mathematics through the statistics of various information in real life, pay attention to mathematical problems in life, and use the knowledge they have mastered to solve simple mathematical problems in life.

Presupposition of learning difficulties

Learning focus: By comparing with bar charts, we can understand the characteristics of the increase and decrease of the number of responses in broken-line charts, and we can ask questions and solve simple problems according to the charts.

difficulty: it can supplement the complete broken line statistical chart.

fourth, the teaching process

the first step: create a scene

show pictures of the weather forecast in Xinglong in the past week.

Introduction: Students, this is a group of pictures of the daily weather in our prosperous city in the past week that the teacher found on the Internet. What do you understand from it?

The teacher magnified these maximum temperatures, making students feel that it is difficult to find the maximum temperature among so many information, and then the conversation leads to: Can you think of a good way for the teacher to show the meaning of these pictures more intuitively and clearly?

The design intention is to choose the familiar and real life scene of students-"the change of temperature", in order to better arouse students' interest in learning.

Let students feel the necessity of statistical learning and that mathematics learning is very close to life, and mathematics can be used in life.

Step 2: Explore new knowledge

Activity 1: Show the bar chart for students to observe and ask: Do you remember the bar chart? Answer the question: ① How to read it? ② Can you find the date of the temperature? Is there a date with the same temperature?

The design is intended to let students review the related knowledge of bar chart and prepare for moving to broken line chart.

activity 2: show the broken line chart. do any students know this chart? (which leads to the topic of this lesson)

Show the bar chart just now, and let the students compare the two charts and think about it: What are the similarities between the two charts? What is the difference?

The design intention is to make use of the transfer of knowledge, so that students can form the characteristics of broken-line statistical charts by comparison with "existing knowledge"-bar statistical charts.

Learning situation presupposition

Similarity: Both can indicate what the highest temperature is on a certain day.

Reading method of broken line statistical chart:

Teachers should ask: ① How to read it?

first look at the horizontal line indicating the date to find the specific date, and then look at the reading on the "bar" or "line" of this date to read the temperature.

if there is no reading on the "bar" or "line", use a ruler to read the number of vertical lines indicating the temperature.

follow-up: ② can you find the date of the temperature?

follow-up: ③ is there a date with the same temperature?

for example, what was the temperature on May 5th? How to read it?

for example, it was 21℃ on May 3rd.

The highest temperature is 29℃, and there are two days, May 5th and May 8th respectively.

differences:

different shapes: the date of a line and a broken line is expressed in different ways: the "lines" of a paragraph and a broken line are upward and downward.

"Upward" is not the same, some are "steep" and some are "flat", so students can make gestures through actions.

Teachers should ask: What is the difference between "steep" and "flat"?

"steep" means that the temperature rises rapidly; "Flat" means that the temperature changes little.

The reading of temperature is hidden in the courseware, so that students can judge the speed of temperature change by "steepness" and "flatness".

The design intention allows students to fully express themselves, and make timely use of the resources generated in the classroom to form the characteristics of broken-line statistical charts.

activity 3: the practice of observing the broken-line statistical chart

the courseware demonstrates the practice of the broken-line statistical chart and makes students think: what are the key steps in making the broken-line statistical chart?

Drawing and connecting lines

Let students try to draw points: a classmate demonstrates and everyone comments.

find the date first, and then use the ruler to find the temperature.

The design is intended to "teach" students the method of drawing, and solve the mistakes easily made during the students' presentation.

activity 4: complete the statistical chart of broken lines and answer questions.

1. At how old is Chen Dong, who grows fastest? How many centimeters have you grown?

2. How old is Chen Dong when he is 115cm tall?

3. How tall was Chen Dong when he was five and a half years old?

11cm

Method 1: (115-18) ÷ 2 = 3.5

18+3.5 = 111.5

Method 2: Draw a line

Draw a vertical line first (age)

Then draw a horizontal line (height) < p

about 15 cm

5. Do you have any other questions?

other mathematical problems: just focus on the mathematical information in the diagram.

for example, how much taller is 1 years old than 9 years old? ......

The design intention is to "complete" the statistical chart of broken lines, so that students can experience the increase and decrease of data in the process of connecting points, and go through the whole process of sorting, describing and analyzing data, so that students can have a deeper understanding of the statistical chart of broken lines. Let the students experience the practice of broken-line statistical chart, and at the same time, through question 5, "What is the height of Chen Dong when he is 11 years old?" To enable students to achieve "

6" in the Curriculum Standard, they can explain the statistical results, make simple judgments and predictions based on the results, and communicate with each other. Learning goals.

the third step: assessment of reaching the standard

independently complete the fourth question in Exercise 19

Teachers patrol to understand the learning effect

Teachers show answers and feedback the learning effect

The fourth step: class summary

Show the knowledge tree

Summary: Students, we know the broken-line statistical chart in this class. The broken-line statistical chart is a part of our statistical knowledge in primary schools. Recall. In the second grade, I learned the compound statistics table and the bar statistics chart of "one for two" and "one for five"; In the third grade, I learned the bar chart with "different starting grids"; In the fourth grade, I learned the compound bar chart last semester, and today I learned the broken line chart. In the future, we will learn the compound broken line chart in five years and the fan chart in the sixth grade. These charts and statistics are very helpful for us to solve practical problems in our lives. The teacher gave the students an assignment: Observe where we have seen charts or statistics in our lives, such as TV news, and see if you can draw this chart.

V. Reflection after class

1. The design of this lesson fully embodies the identification of knowledge transfer points, so that students can form a modeling process of new knowledge in the process of comparing with existing knowledge.

2. Guide students to try and communicate, so that students can experience the construction process of the broken-line statistical chart, so as to better understand the characteristics of the broken-line statistical chart.

3. Pay attention to the connection with real life. The lecture draft 2

of the statistical chart of broken lines says that the teaching material

The statistical chart of broken lines is the content of the second volume of the fourth grade. It is based on the fact that students have mastered the basic methods of collecting, sorting, describing and analyzing data, and will use statistical tables and bar charts to express the statistical results, and once again know a new statistical chart-simple statistical chart. The characteristic of simplex broken-line statistical chart is that it can not only represent the quantity of a quantity, but also represent the change of a quantity. The content of this lesson is to prepare for the future compound broken-line statistical chart, and to lay the foundation for the future statistical chart analysis by correctly reading the statistical chart.

Speaking of teaching objectives

Based on the above understanding, I set the teaching objectives of this lesson "Broken Line Statistical Chart" as follows

1. Understand the broken line statistical chart on the basis of the bar statistical chart, understand its characteristics, and initially understand the process of drawing statistical charts.

2. According to the statistical chart of broken lines, students can describe, analyze data and solve problems, so that students can realize the close relationship between mathematics and life.

3. According to the characteristics of broken-line statistical charts, we can learn to predict the results or trends of problems according to the changes of data, and realize the realistic role of broken-line statistical charts.

4. Cultivate students' patriotism of loving the Olympic cause in the process of study and exploration.

The teaching focus of this course is to understand the characteristics of broken-line statistical charts and learn to make broken-line statistical charts.

The difficulty in teaching lies in: understanding the characteristics of broken-line statistical charts.

Speaking of teaching philosophy

I have established that "I feel that there is mathematics everywhere in my life and use mathematical knowledge to solve practical problems in my life."

Based on this concept, I try my best to connect with students' life reality and existing knowledge and experience in the teaching process, and design novel introduction and example teaching from materials that students are interested in, which breaks the boring of traditional mathematics classes and gives them new vitality. Introducing the Olympic Games, drawing with Lele's thermometer, and practicing with the boss to select personnel for further study, so as to build a teaching atmosphere of independent inquiry and harmonious cooperation, and cultivate students' ability to feel mathematics in life and solve life problems with mathematical knowledge.

The teaching method of speaking

aims at students' age characteristics and psychological characteristics, as well as their current knowledge level. I mainly used conversation and demonstration.