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National Mathematics Mathematics Book 9

First, the situation of the class students is slightly. . . Second, the textbook analysis 1, the number and operation of the teaching. 2. Teaching of preliminary knowledge of geometry. A parallel line and vertical line B triangle, parallelogram and trapezoidal C polygon area calculation D actual measurement 3, quantity and measurement teaching 4, teaching thinking special training teaching 3, teaching objectives 1, knowledge and skills 1, master multiples and factors Concepts such as prime numbers and composite numbers. 2. Know the meaning of the score. 3, preliminary understanding of the vertical line and parallel lines, will use vertical ruler and triangle ruler to draw vertical lines, parallel lines, rectangles and squares. 4. Master the characteristics of triangles and parallelograms and trapezoids. 5. Recognize the unit of land area 2. Teaching Thinking 1. It can combine the specific situation and make a reasonable explanation for the relevant mathematical information. 2. Further develop the concept of space in the process of exploring the positional relationship of objects, the characteristics of graphics, the transformation of graphics, and the design of graphics. 3. Collect useful information according to the needs of problem solving, and carry out induction, analogy and guessing. 4. In the process of solving problems, we can carry out structured thinking and make a persuasive explanation of the rationality of the conclusions. Third, solve the problem 1, can find and propose simple mathematical problems from real life. 2. Be able to explore effective ways to solve problems and try to find other methods. 3. In the problem-solving activities, initially learn to cooperate with others. 4. Be able to express the process of solving the problem and try to explain the results. 5. Have a sense of reviewing and analyzing the problem-solving process. 4. Emotions and Attitudes 1. Be curious about mathematics related things in the surrounding environment and be able to actively participate in the mathematics activities organized by teachers. 2. Under the encouragement and guidance of others, they can actively overcome the difficulties encountered in mathematics activities. Have a successful experience of overcoming difficulties and applying knowledge to solve problems. 3. Experience mathematics is closely related to daily life, recognizing that many practical problems can be solved by mathematical methods and can be expressed and communicated by means of mathematical language. 4. Experiencing the exploratory and challenging mathematics problems through observation, operation, induction, analogy, inference and other mathematical activities, and feel the correctness of the mathematical thinking process and the mathematical conclusions. 5. Have a questioning of doubts about places or different viewpoints that do not understand, and are willing to discuss mathematics issues and find that errors can be corrected in time. Fourth, teaching measures First, effectively strengthen the teaching of basic knowledge and basic skills. 1. Understanding of basic knowledge of mathematics. 2. Handle the relationship between basic training and creative thinking development and subsequent learning. Second, attach importance to guiding students to explore independently, cultivate students' sense of innovation and interest in learning mathematics. 1. This booklet has designed a number of exploratory and open mathematics questions to provide students with opportunities for independent exploration and a more space for thinking. Cultivate students' scientific attitudes that are willing to study, be good at thinking, and be diligent. 2. Teachers should pay attention to the individual differences of students and respect the creative spirit of students. Timely and effective help and guidance should be given to the problems encountered by students during the exploration process. Third, attach importance to cultivating students' application awareness and practical ability. 1. Mathematics teaching should reflect the basic process of “starting from the problem situation, establishing a model, seeking conclusions, applying and promoting”. 2. In daily mathematics activities, attention should be paid to practical activities such as small subject research and internships. The content of this aspect cannot be arbitrarily deleted, and the density and intensity of content arrangement in this aspect should be strengthened. Fourth, grasp the teaching requirements and promote student development. 1. Teachers should be good at mastering teaching materials, grasping the key points and difficulties of knowledge and the internal relationship between knowledge, and carrying out teaching activities according to the age characteristics and teaching requirements of students. 2. Pay attention to the concept of learning in the process of analysis and sorting through the experience of a wide range of intuitive perceptions. Do not use the method of rote memorization. Fifth, improve teaching evaluation methods. 1. Teaching evaluation should be conducive to the development of students and focus on the study of students' learning process. 2. The assessment of knowledge and skills, the types of questions should be diversified. 3. The evaluation should reflect the role of incentives. Fifth, the teaching progress is slight. . . [1]

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