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1、角的初步认识教学设计课题：角的初步认识教学目标：知识 通过观察实物初步认识角，知道角的各部分名称，会用直尺画角，比较角的大小。能力 通过折角、画角等实际操作培养学生动手操作的能力。情感 通过实物抽象数学知识的过程，获得成功的体验，促使学生形成继续探索数学的决心。重 点：1、 认识角的各部分名称。2、初步学会用直尺画角。3、会比较角的大小。难 点：1、 学会用直尺画角。 2、能在情境图中找角。 3、会比较角的大小。教学环节：一。创设情境，激趣引入 （ 3 ）分1、复习正方形、圆形、三角形、长方形。2、出示让学生说出他的名字，为什么这么叫它？3、揭示课题并板书：角的初步认识设计意图：根据学生的生活
2、经验，让学生感受角就存在于生活中。二。自主探索，感悟新知 （ 24 ）分1、图形分类（有角和无角）。2、摸角（准备好的图形）。3、寻找身旁物体表面的角。5、抽象出数学中的角。（例1）一个顶点两条边组成角。6、练习（判断下面图形是不是角）。7、画角。（先让学生自由画，评价学生画的角，课件出示角的正确画法，师生共同画出规范的角。）小结：小小角，真简单， 一个顶点两条边。 画角时，要牢记， 先画顶点再画边。8、动手做角（利用学具圆形或硬纸条做角，展示学生做的角并请学生指出角）。9、比较大小。（出示两个角，一个边长一个边短，哪个角比较大呢？）学生利用刚才做的角，同桌互相讨论，探究如何比较角的大小？学生
3、发言，教师点评，之后总结：角的大小与边长无关，而是与角两边的开合大小有关。10、游戏：变变变。（学生利用手中的铅笔做出角，听教师口令把角变大或变小）设计意图：通过听-看-讲-想-做，使学生进一步地把角的形象化，把感性认识升华到理性，这一后循序渐进的原则，使学生从动手中发展思维，同时做角也发展了学生的创造思维。三。拓展练习，巩固新知。（ 5 ）分课本42页：第1题：检测学生是否掌握角的组成部分。第2题：检测学生是否能抽象出简单几何图形中的角。第3题：检测学生是否会比较角的大小，并强化：角的大小与角两条边的长短无关，而是与角的两边开合的大小有关。设计意图：检测学生掌握知识情况。四。课堂小结（ 3
4、）分这节课你学到了什么？1、角的组成部分。2、如何画角。3、数出简单几何图形中有几个角。4、如何比较角的大小。设计意图：简单的回顾整理，形成基本的知识网络，整理学习思路，掌握角的初步知识，为以后的学习打好基础。QcWA3PtGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wgqv7XAv2OHUm32WGeaUwYDIAWGMeR4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGZ7R4I30kA1DkaGtgKQcWA3P tGZ7R4I30kA1D
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