1. Examples of excellent lesson plans for mathematics in the next book of senior high school
I. Guiding ideology.
Study the new textbooks, understand the new information, update the concept, explore new teaching models, strengthen the teaching reform, focus on solidarity and collaboration, for all students, teaching according to their abilities, stimulate students' interest in learning mathematics, cultivate students' mathematical qualities, and make every effort to promote the improvement of the teaching effect.
Second, the basic situation of students.
In the new semester, I teach senior 10, 11 classes of two liberal arts classes of mathematics, most of these students have weak basic knowledge, no independent learning habits, poor self-control, poor attention in class, easy to distraction, the ability to independently complete the homework is poor after class, the idea of laziness is serious, so the entire review of the senior task is quite arduous.
Third, work measures.
1, seriously study the "Examination Instructions", study the high test questions, improve the efficiency of the review class.
"Examination Instructions" is the basis of the proposition, the basis of preparation. The high test questions are the specific embodiment of the "test instructions". Therefore, we should carefully study the test questions in recent years, so as to deepen the understanding of the "Examination Notes", grasp the new trends of the college entrance examination in a timely manner, and understand the orientation of the college entrance examination on the teaching, in order to help us accurately grasp the teaching of the important and difficult points, and targeted allocation of examples to optimize the design of the teaching and learning, and to improve the quality of our review.
2, teaching progress.
In accordance with the senior math group teaching plan for the school year, combined with the actual situation of the class, the first round of senior general review, is expected to be completed at the end of February and early March. Cooperate with the monthly examination held by the school, and timely reflection on teaching.
3. Understanding students.
Through the classroom display, student communication and interaction, correcting homework, reviewing test papers, classroom boards and classroom changes in the mood of students, in-depth understanding of the situation of the students, timely observation, discovery, capture the information about the students to regulate the teaching method, so that the teacher's teachings on the degree of service to the students. For the weaker students, should be more encouragement, more guidance learning method, to enhance their confidence and courage to learn.
4, careful preparation.
Carefully prepare for each lesson, try to improve the efficiency of the classroom, usually go to listen to the same subject teachers, to the old teachers to learn from the experience and good teaching methods, and strive to improve their teaching ability.
5. Optimize practice.
Improve the effectiveness of the practice: the consolidation of knowledge, skill proficiency, ability to improve need to be achieved through appropriate and effective practice. Practice questions to be selected, the amount of questions to be moderate, pay attention to the typicality of the topic and the hierarchy to adapt to different levels of students; practice to be fully approved and corrected, do a good job of students' wrong statistics, for the wrong more questions, to find out the reasons for the error.
The practice of evaluation is an important part of senior math teaching, should not speak on the not speak, the point to point, the content of the talk must be told through; for typical problems, to let the students show to explain, fully expose the thinking process of the students to strengthen the relevance of teaching. Do more exercises, focus on synthesis. Selection of "small, clever method, the use of live, covering a wide range of" the topic of training students' ability to adapt.
6, focusing on learning methods, math methods of guidance.
We have to strengthen the review of mathematical methods of thought in the review: such as the idea of transformation and naturalization, the idea of functions and equations, the idea of classification and integration, the idea of the combination of number and shape, the idea of special and general, the idea of contingent and inevitable. As well as the matching method, the method of conversion, the method of coefficients to be determined, the inverse method, mathematical induction, the analytical method and other basic methods of mathematics should be consciously based on the actual learning of students to be reviewed and implemented.
For the specific situation of the students, the review of the learning method guidance, so that students develop good learning habits, improve the efficiency of review. Such as: require students to establish a wrong book, especially after the examination of the wrong questions, so that students develop the habit of reflection; develop students good at combining graphic visualization habit; develop students to formulate norms, according to the necessary steps to answer questions and writing format of the habit of answering questions and so on.
7, pay attention to psychological regulation and training of test-taking skills.
Test-taking skills and psychological training to three senior three of the first class began to run through the entire senior review class, a good psychological quality is an important part of the success of the college entrance examination. We math teachers in the lecture, especially in the examination of the main exercise of the students' psychological quality, we teach students to treat every test with a normal heart.
2. Examples of Excellent Lesson Plans for Mathematics in the Second Book of the Senior Year
Teaching Objectives
(1) to correctly understand the significance of the principle of addition and the principle of multiplication, and distinguish between their conditions and conclusions;
(2) to be able to combine tree diagrams to help understand the principle of addition and the principle of multiplication;
(3) to correctly distinguish between the principles of addition and multiplication, which principle is related to classification and which principle is related to step-by-step;
(4) to be able to apply the principles of addition and multiplication to solve some simple application problems, and to improve the students' ability to understand and use the two principles;
(5) through the study of the principles of addition and multiplication, to cultivate the students' ability to think thoughtfully and analyze carefully. good habits.
Teaching Suggestions
I. Knowledge Structure
II. Analysis of Key Difficulties
The key point of this section is the principle of addition and the principle of multiplication, and the difficulty is to accurately distinguish between the principle of addition and the principle of multiplication.
The principle of addition and the principle of multiplication are themselves easy to understand and even self-evident. These two principles are the basis for learning permutations and combinations of content throughout the content, on the one hand, it is the basis for the derivation of permutations and combinations of numbers; on the other hand, its conclusions and its ideas in the method itself and in the solution of the problem has many direct applications.
The two principles to answer, are to complete a matter of all the different methods of species is how many questions, the difference is: the use of the principle of addition is the premise that there are n types of programs to do a thing, choose any one of any type of program in any one of the methods can be completed in this matter, that is to say, to complete the matter of the various methods are independent of each other; the use of the principle of multiplication is the premise that there are n steps to do a thing, as long as in each step, the number of steps in each step, the number of methods can be completed in this matter. n steps, as long as in each step of any one method, and complete each step in turn to complete this matter, that is to say, to complete the matter of the various steps are interdependent. Simply put, if all the methods to complete a thing belongs to the classification of the problem, each time to get the final result, to use the principle of addition; if the method to complete a thing belongs to the step-by-step problem, each time to get the result of the step, to use the principle of multiplication.
Third, teaching methodology recommendations
The teaching of the two counting principles should be divided into three levels:
The first is the knowledge and understanding of the two counting principles. Here students are required to understand the significance of the two counting principles, and to clarify the difference between the two counting principles. Know when to use the addition counting principle and when to use the multiplication counting principle. (It is recommended to utilize one lesson).
The second is the use of the two counting principles. You can let the students do a little exercise (it is recommended to use two lessons):
① How many 8-digit numbers can be formed with 0, 1, 2, ......, 9;
② How many 8-digit integers can be formed with 0, 1, 2, ......, 9;
③ how many 4-digit integers without repeating digits can be formed with 0, 1, 2, ......, 9;
④ how many 4-digit integers with repeating digits can be formed with 0, 1, 2, ......, 9;
⑤ How many 4-digit odd numbers without repeating digits can be formed with 0, 1, 2, ......, 9;
⑥ How many 4-digit integers with two repeating digits can be formed with 0, 1, 2, ......, 9, and so on.
The third is to enable students to master the integrated application of the two counting principles, this process should be carried out throughout the teaching, each arrangement of numbers, combinations of numbers of formulas and the derivation of the nature of the two counting principles, each arrangement, combinations of problems can be solved directly by using the two principles, and the other direct method of computation, the method of indirect computation is a reflection of the two principles. Teachers should guide students to carefully analyze the problem, appropriate classification, step by step, use, use the two basic counting principles.
3. Examples of Excellent Lesson Plans for Mathematics in the Second Book of the Senior Year
Syllabus Requirements
Understand the definition of hyperbola, its geometry and standard equations, and know its simple properties.
Self-study questions
1. The axis of a hyperbola is on the axis, the axis is on the axis, the length of the real axis is equal to, the length of the imaginary axis is equal to, the focal length is equal to, the coordinates of the vertices, and the coordinates of the foci
2. The distance of a point on the left branch of the curve to the left foci is 7. The distance of this point to the right foci of the hyperbola is
3. The standard equation of the hyperbola that passes through two points is.
4. The equation of the asymptote of a hyperbola is, then the eccentricity of the hyperbola is equal to.
5. The equation of the hyperbola that has a common *** asymptote with the hyperbola and passes through a point is
Example Essentials
1. The equation of the hyperbola that has an eccentricity equal to and a common *** focus with the ellipse is.
2. It is known that the ellipse has the property: if the ellipse is symmetric about the origin of the two points, the point is any point on the ellipse, when the slope of the straight line are present, and recorded as when, then the product is a fixed value independent of the location of the point, try to hyperbola write the nature of a similar property, and prove it.
3. Let the semifocal distance of the hyperbola be, the line passes through two points, and the distance from the origin to the line is known to be, find the eccentricity of the hyperbola.
Corrective Consolidation
1. The distance from a point on the hyperbola to one focus is, and its distance to the other focus is.
2. The distance from one focus of a hyperbola that has the *** same asymptotes as the hyperbola and passes through a point to an asymptote is.
3. If the distance from a point on the hyperbola to its right focus is, then the distance from the point to the axis is
4. A straight line passing through the left focus of the hyperbola intersects the hyperbola at two points if. Then there is one such straight line a***.
Migration Applications
1. If the distance from the foci of a hyperbola to the asymptote is known to be twice the distance from its vertex to the asymptote, then the eccentricity of the hyperbola
2. If it is known that the foci of the hyperbola are, the point is on the hyperbola, and, then the distance of the point from the axis is.
3. The focal length of the hyperbola is
4. The distance from a vertex of the hyperbola to one of its asymptotes is known to be, then
5. Let it be an isosceles triangle, then the centrifugal index of the hyperbola which is considered as the focus and which passes through the point is.
6. known circle. With the intersection of the circle and the coordinate axis as a focus and vertex of the hyperbola, respectively, then the standard equation of the hyperbola that fits the above conditions is
4. Example of an excellent lesson plan for the next book of mathematics in the senior high school
I. Teaching objectives
1. Knowledge and skills
(1) Understand the concept of logarithms, and understand the relationship between logarithms and exponents;
(2) be able to carry out the exponential and logarithmic reciprocalization;
(3) understand the nature of logarithms, master the above knowledge and cultivate the ability to analogize, analyze, and generalize;
2, process and method
3, affective attitudes and values
(1) through the learning of this section of the study to experience the mathematical rigor, to cultivate the ability of careful observation, careful analysis
analysis, rigorous and serious good habits of mind and the spirit of constantly searching for new knowledge;
(2) perception from the concrete to the abstract, from the special to the general, from the perceptual to the rational cognitive process;
(3) experience of the scientific function of mathematics, symbolic function and instrumental function, to cultivate the good quality of mathematical thinking, the quality of intuitive observation,
exploration and discovery, scientific argumentation, and the good quality of mathematical thinking.
(3) to experience the scientific functions of mathematics, symbols and tools, and cultivate intuitive observation,
explore and discover, and scientific arguments. Third, the teaching process:
Fourth, summarize:
1, the concept of logarithm
In general, if the function ax = n (a0 and a ≠ 1) then the number x is called the logarithm of the base n of a, written as x = logan, where a is called the base of the logarithm, and n is called the true number.
2, the reciprocal of logarithm and exponent
ab=n?logan=b
3, the basic properties of logarithms
Negative numbers and zero do not have logarithms; loga1=0; logaa=1 logarithmic constants: logan=n; logaa=nn
V. Homework
Post-work exercises 1,2,3,4
5. Examples of Excellent Lesson Plans for the Next Book of Mathematics for Senior High School
Teaching Objectives
1. Understand the concept of the equidistant series, master the general formula of the equidistant series, and be able to use the general formula to solve simple problems.
(1) Understand the concept of tolerance, clarify the qualifications for a series to be an equivariant series, be able to determine that a series is an equivariant series according to the definition, and understand the concept of equivariant middle term;
(2) Correctly recognize the use of various representations of an equivariant series, and be able to flexibly use the general term formula to find the first term, the tolerance, the number of terms, and the specified term of an equivariant series;
(3) Be able to Recognize the properties of the equal difference series through the general formula and images, and be able to use the relationship between images and the general formula to solve certain problems.
2. Through the application of the image of the equidistant series, further penetrate the idea of combining numbers and shapes, the idea of function; through the use of the equation of the general term of the equidistant series, penetrate the idea of equation.
3. Through the generalization of the concept of the equivariant series, to cultivate students' ability to observe, analyze information, active thinking, the pursuit of new knowledge of the creative consciousness; through the study of the equivariant series, so that students are clear about the equivariant series and the general series of the intrinsic connection, so as to penetrate the dialectical materialism of the special and the general point of view.
Suggestions for teaching equivariant series
(1) Knowledge structure
(2) Analysis of key points and difficulties
①The focus of the teaching is the definition of equivariant series and the understanding and application of the general formula, equivariant series is a special series, and the definition is an accurate reflection of its specificity, but also an accurate reflection of its essential attributes and a high degree of generalization, and accurately grasp the definition of equivariant series, and to solve the problem of equivariant series. Correct understanding of the definition is a prerequisite for the solution of related problems. The general formula is a functional relationship between the number of terms and terms, is an important tool for the study of a series, the general formula of the equivariant series of the structure of the formula is closely related to the analytic formula of the primary function, the nature of the series through the study of the function image has become possible.
② the general formula of the equivariant series through incomplete induction, so it is a difficult teaching; in addition, appear in an equation, the use of the idea of equations, known three quantities can be found in the fourth quantity. Due to a formula in more letters, students will have some difficulty in the application, the flexible use of the general formula is a difficult teaching point.
(3) Teaching methodology
① The content of this section is divided into two lessons, one for the definition and representation of the equivariant series, one for the equivariant series of the application of the general formula.
② the definition of the equivariant series can be given a few groups of equivariant series, let the students observe, compare, generalize *** the same law, and then students try to say the definition of the equivariant series, the degree of students can be prompted by the definition of the structure of the "...... series is called equivariant series ", and students will list the qualifications one by one in preparation for the definition of an isoperimetric series. If the definition given by the students is not accurate, the students can be allowed to study and discuss, using the series that meets the students' definition but is not an isoperimetric series as a counter-example, and then the students to modify their definitions, and gradually improve the definition.
③ After the definition of the equivariant series is summarized, some examples of equivariant series are given by the students as a way to make them think about the conditions for determining an equivariant series.
④ by the students according to the general representation of the series to try to represent the isotropic series, the prerequisite is to know the first term of the series and the tolerance. Clearly pointed out that its image is a straight line on some points, according to the image to observe the pattern of change of the term with the number of terms; and then look at the general formula, the term can be seen as a primary type () function of the number of terms, which corresponds to the shape of its image.
⑤ The end term of the infinite series of equal variances and the general term is different, the formula for the general term of the series is the number of terms and the number of terms of the series between the functional relationship between the number of terms of the infinite series of equal variances may not be, that is, the end of the series may not be the number of terms in the series, in the teaching must emphasize this point.
⑥ the equation of the sum of the first terms of the equivariant series can not be derived without the properties of the equivariant series, so in this lesson should be added to some of the important properties; in addition to letting the students study the equivariant series of the sub-series, the sub-series of the regularity of the students will be interested in.
⑦ variance series is a real-life mathematical model of the existence of a wide range of series, such as textbooks in the examples, exercises, etc., but also allow students to collect, and then communicate with each other to raise relevant issues, try to solve their own, to provide students with the opportunity to learn from each other to create a mutual discussion of the classroom environment.
6. Example of an excellent lesson plan for the next book of mathematics for senior high school students
I. Speaking of teaching materials
Status and importance
The monotonicity of a function of the section belongs to the first book of mathematics in high school (on the) mandatory content, in the scope of the important examination of the college entrance examination. The monotonicity of the function is an important property of the function, but also in the study of the function often pay attention to a property, and in the comparison of the size of several numbers, the qualitative analysis of the function and other knowledge of the comprehensive application of a wide range of applications. Through the study of this lesson, not only can students master the concept of function monotonicity and prove the monotonicity of the function of the steps, but also to deepen the understanding of the nature of the function. Also for the future study of the nature of the specific function to make full preparation, play a role in carrying on the role of the next.
Teaching Objectives
(1) to understand the concept of increasing function, decreasing function, monotonicity, monotonic interval can be correctly expressed in textual and symbolic language;
(2) to understand the graphical language can be used to correctly express the graphical characteristics of the function with monotonicity;
(3) to clearly grasp the use of the definition of monotonicity of function monotonicity to prove that the function of monotonicity and the method and steps And can use the definition to prove the monotonicity of some simple functions;
(4) to develop students' ability to think logically and rigorously, to analyze and deal with problems by using the methods of motion and change, number and shape, classification and discussion, in order to improve the quality of thinking; at the same time, to let the students experience the beauty of the art of mathematics, and to develop the ability to look at the problem with the viewpoint of discursive materialism.
Teaching Points
The key point is to understand the essence of the concepts related to the monotonicity of functions.
The difficulty is to use the concept of function monotonicity to prove or judge the monotonicity of specific functions.
II. Teaching method
According to the content of this lesson and the actual level of students, I try to use the "problem solving" and "multimedia-assisted teaching" mode. Trying to put forward the problem, thinking about the problem, the problem-solving process, so that students take the initiative to participate in order to achieve the knowledge of the "discovery" and acceptance, and then complete the internalization of knowledge, so that the book knowledge to become their own knowledge; but also to cultivate the spirit of exploration of the students.
III. Said the learning method
In the teaching process, the teacher set up a problem scenario for students to think of ways to solve; through the teacher's inspiration and guidance, the students continue to explore, and ultimately to solve the problem of the core attributed to the monotonicity of the judgment function. Then through the concept of monotonicity of the function of learning to understand, and finally solve the problem. The whole process of students students actively participate in, actively think, explore and try the dynamic activities; at the same time, let the students experience the joy of learning mathematics, cultivate the ability of students to learn independently and with a rigorous scientific attitude to the study of the problem habit.
IV. Say the process
By setting up the problem scenarios, classroom introduction, new lesson teaching and the final stage of teaching, I strive to cultivate students' ability to learn independently, to point, inspire, guide for the teacher's duties.