2022年奇妙的图形密铺教学设计及反思 .pdf

奇妙的图形密铺教学设计与反思镇江市特教中心汪莉教学内容苏教版义务教育课程标准实验教科书数学五年级下册第8687 页。教学目标1通过学生的动手操作感知密铺图形的形状，理解密铺的特征2了解图形密铺在生活中的应用，增强应用数学的意识。3会在方格纸上画出用三角形、四边形密铺的图形。4尝试用两种或多种平面图形构造密铺图形，培养学生的空间观念，提高审美情趣和审美能力。教学重点、难点：理解密铺的含义及知道哪些平面图形能单独密铺。教学准备:多媒体课件，方格纸，七巧板，水彩笔，6种基本图形 (每组 1 份)教学过程:一、观察图片，感知密铺师：同学们，在我们的生活中随处可见这样的画面，你能从上面找到哪些你们认识的平面图形？师：它们分别是由正六边形，正方形，长方形拼接成的，它们拼接在一起，美化了我们的生活环境。那生活中你有没有见过只用圆形地砖铺成的地面呢？只用圆形铺会是什么样子呢？只用圆形铺好不好？为什么呢？请同学们动手铺一铺。（师用白板拖动圆演示）师：上面这三种铺法和下面用圆铺的两种铺法，有什么区别？小结：像这样既能做到无空隙，又不重叠地铺在平面上的铺法就叫做密铺。这节课我们就来研究图形的密铺。（板书课题：图形密铺）评析：先通过日常生活中最常见的墙砖和地砖引导学生通过观察、比较和交流，认识密铺图形的含义既无空隙，又不重叠地铺在一个平面上，符合聋生的学习心理与认知规律，体现了数学来源于生活。二、操作探究，体验密铺(一)活动一：一种图形的密铺1，质疑牵引、大胆猜想。师：下面几种图形能密铺吗？猜一猜，哪些图形能密铺？哪些图形不能密铺？2，动手操作、实践验证。师：那到底哪些图形能密铺？哪些图形不能密铺？有办法验证自己的猜想吗？出示要求：铺一铺：把这些图形分别铺一铺，看看你猜对了没有；说一说：把你验证的结果在小组里说一说。生动手验证。3汇报交流、展示成果。师：同学们，验证的结果怎样？生汇报。（师用白板演示）小结 通过动手实践我们得出了：平行四边形、正三角形、等腰梯形能密铺，而正五边形不能密铺。4知识迁移、思辨密铺师：等边三角形和等腰梯形能密铺，那一般的三角形和一般梯形能不能密铺？（师出示幻灯片）小结：只要能够把它们转化成已经确定能密铺的图形，那么这种图形就一定能密铺。评析：这一环节，通过让学生猜想动手操作验证猜想得出真知的过程来进一步探索密铺的含义，学生在动手实践中体验成功的乐趣。思辨一般的三角形和梯形能不能密铺这一环节在教材中是没有设置的，但我根据我们班学生的具体情况，认为设计这一环节可以让学生通过知识的迁移和思辨来进一步理解密铺的含义，课后证明这一环节的确让本班学生有了跳一跳、够一够的感觉，最终完成了预期的效果。(二)活动二：两种不同平面图形的密铺师：在我们的生活中，有很多图案是由两种或两种以上的图形密铺而成的。（出示 PPT）师：你能从七巧板中选出两种不同的图案密铺一个平面吗？文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2说一说，你准备选择哪两种不同的图形密铺一个平面。铺一铺：选择你需要的两种不同的图形铺一铺，把你铺的图形保留在桌面上。评析：根据聋学生的知识基础和认知特点，在这一环节上我降低了教材的难度。七巧板本身就是由七种图形密铺出来的，对于这一知识点我没有介绍给学生，而只是让学生选取七巧板中的任意两块来密铺一个平面，对前面思辨一般三角形和梯形能否密铺作了一个延伸。通过教学看出，在这一环节学生的学习兴趣非常浓、创作意识很强，并能够联系前面所学的知识进行介绍自己的作品为什么能够密铺一个平面，达到了较好的效果。三、展示情境，欣赏密铺师：不同的选法、不同的组合，再加上不同的色彩，组成了不同的图案，千变成化，真是奇妙！（出示 PPT：你知道吗？）师：看了这些你们有什么感想？师：数学与艺术的完美结合，真是奇妙无比！（板书“奇妙的”，补充课题）。评析：从欣赏大量直观的密铺图案，让学生了解密铺的历史，从而感受密铺图案的奇妙和美丽，感受数学与艺术的完美结合，感受数学知识和生活的密切联系，从而进行数学美的欣赏和创造，培养审美情趣。四、鼓励创造，设计密铺请同学们在方格纸上用水彩笔设计密铺图案。总结：密铺是一门学问，在美丽奇妙的密铺背后，还蕴藏着许多的数学奥秘，让我们一起去探索、去研究，共同创造我们多姿多彩的生活!评析：通过本节课的学习，学生在理解了密铺的含义并欣赏了大量的密铺图案后有一种跃跃欲试的冲动，从而让学生在课后完成自己的密铺作品，使他们体验成功的乐趣，感受数学活动的挑战性，培养创新意识和审美情趣。这一环节在普通学校应该是当堂完成，但考虑到我们聋生的认知特点，我把这一环节的具体实施放在课后，让学生当作作业在课后完成自己的密铺作品。这也是本节课的一个延伸。文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2教学反思：新课程的理念是：义务教育阶段的数学课程,不仅要考虑数学自身的特点,更应遵循学生学习数学的心理规律，强调从学生已有的生活经验出发，让学生亲身经历将实际问题抽象成数学模型并进行解释与应用的过程，进而使学生获得对数学理解的同时，在思维能力、情感态度与价值观等方面得到进步和发展。奇妙的图形密铺就是一节完全体会新课程理念的活动课，设计以学生的活动为主线的学教模式，使学习过程变成学生不断提出问题和解决问题的探索过程，层层递进，充分利用多媒体学教的直观性，揭示图形变化，学教效果较好。一、认真研读教材、达成教学目标新课程强调在制定教学目标上要从知识与技能、过程与方法、情感态度与价值观三个方面来设置。本节课根据残疾学生的实际情况和认知规律，设置了三维目标。南京特院的田处长是这样点评的：课堂教学学生应该理解什么？学会什么？形成什么？教师心中有数，设计到位。对于难点、重点、关键点，了如指掌，并进行有效处理。在教学过程中能围绕教学目标教学，取得了良好的教学效果。我们认为目标优化是有效教学的前提。二、合理运用方法、有效教学课堂本节课我能根据学生情况、教学内容特点及教学目标要求选择教学方法：（1）从关注教师的教转变到关注学生的学新课程一直强调：教师的“教”要关注学生的“学生”。本节课中我设计了：观察图片，感知密铺。操作探究，体验密铺。（活动一：一种图形的密铺；活动二：两种不同图形的密铺）质疑牵引、大胆猜想；动手操作，实施验证；汇报交流，展示成果。展示情境，欣赏密铺。鼓励创造，设计密铺。这些所有的教学过程都是围绕学生的学习来的，让学生观察图片、感知密铺，而不是我直接告诉学生什么是密铺。第二个环节让学生来操作探究密铺的含义，而并不是由老师告诉他们哪种可以密铺、哪种不可以密铺。所有的教学活动全部由学生来开展，教师只是引导者。（2）体现了“动手操作，自主探索，合作交流”的学习方式文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2“动手操作，自主探索，合作交流”的学习方式是新课程所倡导的学习方式。为了验证正方形、长方形、正六边形、圆、正五边形是否可以密铺，安排了动手操作，实践出真知环节。为了提高学生的空间观念和动手操作能力，安排了自主探索这个环节。为了提高课堂教学的有效性，安排了汇报交流环节。教学过程按感知猜想验证交流设计，无不体现“动手操作，自主探索，合作交流”理念和这一重要的学习方式。（南京特院田处长点评）（3）有效使用多媒体进行教学。在以往的教学中，许多的教学设计达不到顶期的效果，效率不高，其原因一是受教学方法模式的局限，是受教学媒体选择的局限。传统的教学媒体的可操作性和可实现性较差，而利用电子白板辅助教学，集文字、图表、录音、动画等功能于一体用以激发学生的求知欲，更可贵的是通过电子白板可以使学生思维和老师的讲授处于共鸣状态，从而能够获得最好的教学效果。奇妙的图形密铺是一节实践活动课，是一节有关平面图形的实践活动课，运用多媒体及电子白板教学，能丰富感知，激发兴趣。大量丰富的感知是形成概念的基础，也是聋生缺陷补偿和潜能开发的一个重要方面。三、灵活选用教材、体现生活数学新课标指出，数学教学内容应该是现实的、有意义的、富有挑战性的，要有利于学生主动进行观察、实施、猜想、验证与交流。本课出示的常见图形是学生生活中现实的、有意义的。本节课展示的情境、欣赏密铺的内容是现实的、有意义的，是奇妙的。所提供的材料是有利于学生进行观察、实施、猜想、验证和交流的。四、不足之处：1、概念教学如何教？数学概念是小学数学中重要的学习内容，它是客观世界中数量关系和空间形式的本质属性在人脑中的反映。新课标指出，我们要让学生经历观察、实验、猜想、证明等数学活动，发展合情推理能力和初步的演绎推理能力。学习数学知识的过程就是一个不断地运用已有的数学概念进行比较、分析、综合、概括、判断、推理的思维过程。文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 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ZL8G8S4L1Z2在本节课第一环节中，我采取了运用正反两例（一种是密铺、另一种不是密铺）来得出密铺的定义。这一块处理得欠妥，对于聋生来说，可能不要出现反例让他们通过大量的正例来得出密铺的含义更好一些。反例放在定义出现后再出比较好。对于聋生概念性的教学，不能轻易地出现反例。2、“能密铺”与“是密铺”、“不能密铺”与“不是密铺”“能密铺”与“是密铺”、“不能密铺”与“不是密铺”是不完全相等的概念。密铺的定义中提到：如果没有空隙、又不重叠地铺在平面上就是“密铺”；而反过来有重叠或者有空隙就应叫做“不是密铺”，而不能说成“不能密铺”。这也许只是一个小错误，但这个小错误却是完全不同的两个概念。从这上面我更清楚地明白了一个数学老师的语言应该是非常严谨的。一节公开课上完了，留给了我很多的东西。在今后的教学生涯中，我要更加努力地去学习，让学生收益更多、让自己更快成长、让我的数学课堂更加高效。文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 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ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2文档编码:CQ9X8A10W3J6 HN6S1M3V9J6 ZL8G8S4L1Z2