Lecture notes on broken-line statistical charts

As a teacher, writing a lecture is inevitable, which can effectively help us summarize and improve our lecture skills. How should I write the speech? The following is a sample speech of the statistical chart of the People's Education Press, hoping to help you.

Broken line statistical chart 1 lecture notes I. teaching material analysis

1, characteristics of teaching materials

(1) Make rational use of the migration law and guide students to master new knowledge based on their existing knowledge and experience.

Because the broken-line statistical chart is similar to the bar statistical chart, it only draws points instead of straight lines according to the size of the data, and then connects them with line segments in turn. Therefore, the histogram with changeable data is selected in the textbook, which leads to another expression and naturally transitions to a line chart.

(2) Provide realistic materials for students to further understand the significance of statistics.

The unit carefully selected a large number of living materials, so that statistical knowledge and life are closely linked. Such as height change, temperature change, patient temperature change, etc.

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

When the textbook arranges the answers according to the statistical chart, it provides a large space for students to find, ask and solve problems themselves.

2. Requirements of Curriculum Standards

"Simple data statistical process" in the field of "statistics and probability" in curriculum standards.

By analyzing the requirements of curriculum standards, we can see that understanding and application are important for the part of broken-line statistical chart, and making statistical chart is not the focus of learning.

3. Comparison of teaching materials

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

First, the two versions of the textbook are all based on knowledge transfer, and by comparing with bar charts, they reflect the characteristics of line charts.

Secondly, "dots" are heavily marked in red in the dotted statistical chart of Hebei Education Edition textbooks. When trying to draw a statistical chart of broken lines, we should first mark "points" for students to supplement. This reduces the difficulty of students' operation.

Thirdly, this unit in the textbook of Hebei Education Edition also involves the teaching content of compound broken line statistical chart.

Second, the analysis of learning situation

Students learn the contents of statistics from the first year of high school, and learn simple statistical tables and simple bar charts with 1 as one according to the classification results. In the second grade, they learned the bar graph and composite statistics with 1 as two and 1 as five respectively. In the third grade, they learned the bar graph statistics with different starting grids. So 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. So learning this unit knowledge will migrate from bar statistics.

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

The knowledge of this unit is also the basis of learning compound broken-line statistical chart in grade five, so students need to fully understand the characteristics of broken-line statistical chart and the difference between it and bar statistical chart.

Learning difficulties preset:

(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 this process, it gradually formed its own characteristics.

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

My thoughts

In this lesson, I will try to integrate the contents of the two lessons in this unit (example 1 and example 2). In the classroom teaching process of this class, I will use knowledge transfer to establish the connection between old and new knowledge, so that students can think independently and cooperate with each other. Let students understand the guiding significance of broken line statistical chart to life and learn to make correct predictions according to the changes 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 next class, I will arrange the selection of statistical charts (bar chart and broken line chart) and continue to understand and apply broken line statistical charts.

Third, determine the goal.

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

Students can understand the simple broken-line statistical chart (the difference from 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.

Students can complete statistical charts of broken lines and describe and analyze the data. Students with ability can try it.

Students can stimulate their interest in learning mathematics, pay attention to mathematical problems in life and solve simple mathematical problems in life by counting all kinds of information in real life.

Presupposition of learning difficulties

Learning focus: By comparing with bar charts, we can understand the characteristics of the increase and decrease of numbers reflected by line charts, and we can ask questions and solve simple problems according to charts.

Difficulty: A complete statistical chart of broken lines can be supplemented.

Fourth, the teaching process

Step 1: Create a scene.

Show pictures of Xinglong weather forecast in the past week.

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

The teacher magnified these highest temperatures, making students feel that it is difficult to find the highest temperature in so much information, and then the dialogue leads to: Can the teacher come up with a good way 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 stimulate students' interest in learning.

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

The second link: exploring new knowledge.

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

The purpose of the design is to let students review the relevant knowledge of bar charts and prepare for the trend of line charts.

Activity 2: Show me the broken line statistics. Does anyone know this statistical chart? (Lead to the topic of this lesson)

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

The purpose of the design is to make use of the transfer of knowledge to make students form the characteristics of broken-line statistical charts-bar statistical charts on the basis of "existing knowledge".

Presupposition of learning situation

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

Reading method of broken line statistical chart;

The teacher wants to ask: ① How to read?

First look at the horizontal line indicating the date to find out 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", read the number of vertical lines indicating the temperature with a ruler.

Follow-up: ② Can you find the date of temperature?

Follow-up: ③ Is there a date with the same temperature?

What's the temperature on May 5th? How to read it?

For example, May 3rd is 2 1℃.

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

Difference:

Different shapes: stripes and folds.

Dates are expressed in different ways: a paragraph and a point.

The "lines" of the broken-line statistical chart are upward and downward.

"Up" is different, some are "steep" and some are "flat". Students can make gestures through actions.

The teacher wants to 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 "steep" and "flat".

The design intention is to let students fully express and use the resources generated in class in time to form the characteristics of broken-line statistical chart.

Activity 3: Exercise of observing broken line statistical chart

The courseware demonstrates the practice of broken-line statistical chart, which makes students think: What are the key steps to make broken-line statistical chart?

Tracking points and connecting lines

Let the students try to sketch: a classmate demonstrates and everyone comments.

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

The design aims to "teach" students the method of drawing and easily solve the mistakes in the process of students' presentation.

Activity 4: Complete the statistical chart of broken lines and answer questions.

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

2. How old was Chen Dong when he was 1 15 cm tall?

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

110cm

Method 1: (115-108) ÷ 2 = 3.5.

108+3.5= 1 1 1.5

Method 2: Draw a line.

Draw a vertical line first (age)

Draw a horizontal line (height)

Approximately 1 1.5

4. What is the height of Chen Dong 1 1?

About 150 cm

5. Do you have any other questions?

Other mathematical problems: only pay attention to the mathematical information in the diagram.

For example, how much is 10 higher than 9? ……

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 the whole process of sorting, describing and analyzing data by tracing points and connecting points into line segments, 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 pass the question 5, "What is the height of Chen Dong 1 1?" Enable students to meet the "Curriculum Standards"

6, can explain the statistical results, according to the results to make simple judgments and predictions, and can communicate. "Learning goals.

The third link: standard evaluation

Complete question 4 in exercise 19 independently.

Teachers patrol to understand the learning effect

The teacher shows the answers and gives feedback on the learning effect.

The fourth link: class summary

Show knowledge tree

Summary: Students, we know the broken-line statistical chart of this class. The broken line statistical chart is a part of our primary school statistical knowledge. Think back to our primary school stage: in grade one, we learned simple statistical tables and "one-on-one" bar charts; In the second grade, I learned "one-to-two" and "one-to-five" compound statistics tables and bar charts; In the third grade, I learned the bar graph of "different starting grids"; I learned compound bar chart last semester in Grade Four, and I learned line chart today. Learn compound line chart in the next five years and fan chart in the sixth grade. These charts and statistics are very helpful for us to solve practical problems in life. The teacher gave the students an assignment: observe where we have seen charts or statistical data in our lives, such as TV news, and see if you can draw this chart.

Verb (abbreviation of verb) after class reflection

1, the design of this course fully reflects 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 broken-line statistical chart, so as to understand the characteristics of broken-line statistical chart more deeply.

3. Pay attention to the connection with real life.

Lecture 2 of "broken line statistical chart" is about teaching materials.

The lesson "statistical graph of broken lines" is the content of the second volume of grade four. 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 statistical results, and once again know a new statistical chart-simple broken line statistical chart. The characteristics of simplex broken-line statistical chart can not only indicate the quantity of a quantity, but also indicate the increase or decrease of a quantity. The content of this lesson is to prepare for the future composite broken-line statistical chart, and lay the foundation for the future statistical chart analysis by reading the statistical chart correctly.

On teaching objectives

Based on the above understanding, I will set the teaching objectives of this course as follows.

1, on the basis of the bar chart, understand the line chart, understand the characteristics of the line chart, and initially understand the process of drawing the chart.

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

3. According to the characteristics of broken-line statistical chart, learn to predict the result or trend of the problem according to the change of data, and realize the practical function of broken-line statistical chart.

4. Cultivate students' patriotic spirit of loving the Olympic cause through 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.

On teaching idea

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

Based on this idea, I try my best to contact 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 dullness of traditional mathematics classroom and gives it new vitality. Introduce the Olympic Games, draw with Lele's thermometer, practice and select personnel for further study with the boss, 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.

Theory and teaching method

According to the age characteristics and psychological characteristics of students, as well as their current knowledge level. I mainly use teaching methods such as lecture, demonstration, practice and group cooperation, so that as many students as possible can actively participate in the learning process. In the classroom, teachers should become students' learning partners, experience the joy of success with students and create a relaxed and efficient learning atmosphere. Especially in the process of drawing points in courseware demonstration, students can clearly understand the drawing process, and the rising, falling and tilting angles of courseware demonstration line segments determine the increase and decrease range, thus breaking through the difficulty of drawing and summarizing broken-line statistical charts.

Methods of speaking and learning

In teaching, I introduce topics that students are interested in, guide students to pay attention to mathematics around them, let students experience mathematics learning methods such as observation, generalization, imagination and migration, and let every student speak, do and think in the interaction between teachers and students. Cultivate students' initiative and enthusiasm in learning.

Talking about the teaching process:

This lesson is divided into five parts: wonderful introduction-exploring new knowledge-practical application-summarizing characteristics-applying knowledge.

In the part of stimulating interest: stimulate students' interest through the knowledge of this year's Olympic Games, and directly introduce "broken line statistical chart" from statistical table and histogram statistical chart.

In the part of exploring new knowledge: review the names of various parts of the statistical map, understand the making process of the statistical map, completely supplement the statistical map and predict the number of gold medals in China in the next Olympic Games according to the changing trend.

In practical application, I designed Lele's temperature statistics table: let students make broken-line statistics chart, in addition to reading charts, but also preliminarily understand that the tilt angle determines the increase or decrease of numbers. So as to summarize the characteristics:

By comparing the similarities and differences between histogram and line chart, we can really understand and grasp the characteristics of line chart.

Summarize the characteristics of broken line statistical chart from different points;

Observe the increase and decrease range of line segments in the statistical chart of broken lines-increase, decrease and inclination angle, so that not only the quantity can be expressed, but also the increase and decrease of quantity can be clearly expressed.

Finally, in the application link, three exercises are designed:

First, find the statistical chart of broken lines in life, and simply analyze the changes of quantity (stock chart, electrocardiogram).

The second is to use the statistics of two salespeople in Jiangnan Automobile City to choose the number of places for further study and realize the practical role of broken line statistics.

The third is to compare the two contents, so as to choose which one is suitable to be represented by broken-line statistical chart. The main purpose is to further highlight the characteristics that the broken-line statistical chart can clearly reflect the increase and decrease of quantity.

Shuobanshu design

The blackboard writing I designed is concise and clear, which embodies the key and difficult points of this lesson.

In this class, I think all the students have done it, but the group discussion is not enough.

Lecture notes of broken-line statistical chart 3 I. Teaching objectives:

Based on this "teaching material analysis", I have determined the teaching objectives of this class as follows:

1, so that students can understand the composite polyline statistical chart, its characteristics and advantages.

2. Make students understand the composite broken-line statistical chart and answer simple questions according to the composite broken-line statistical chart.

3. Learn and analyze the information contained in the statistical chart of compound broken lines, and make simple analysis and speculation according to the changes of broken lines.

4. Infiltrate statistical thought further, so that students can realize the significance and function of statistical knowledge and know that statistics is the strategy and method to solve problems.

Second, the teaching emphasis and difficulty:

1, know how to make a composite polyline statistical chart.

2. Understand the similarities and differences between the bar chart and the composite chart, and summarize the composite chart.

The characteristics of.

3. Analyze the information contained in the statistical chart of compound broken lines, and make simple analysis and speculation according to the changes of broken lines.

Third, the teaching design:

(A) to understand the original cognitive basis of students.

1, making a single broken line statistical chart.

Show the statistics of Chinese and Korean gold medals in the 9th-14th Asian Games.

At the same table, choose one person to draw a broken line statistical chart.

2. Check the feedback, and the teacher will supplement the problems missed and noticed in the drawing process.

This session aims to guide students to review the structure of single-line statistical chart and pave the way for the study of compound line chart. )

(2) Learn the statistical chart of compound broken lines.

1. It is the first time to try to make a composite polyline statistical chart.

This link makes students feel that it is convenient to compare the changes in the number of gold medals between the two countries. Draw two simple polyline statistical charts on the same map and turn them into composite polyline statistical charts. Let students feel the necessity and benefits of the emergence of composite broken-line statistical charts. )

2. Know the legend.

I divided this part of the teaching into several steps. (1) It is necessary for students to perceive legends. Without legend, we can't clearly know the meaning of each polyline in the composite polyline statistical chart. (2) Let students know how many kinds of legends are commonly used. (3) Let students know the position of the legend in the composite broken-line statistical chart. )

3. The second attempt is to make a composite broken line statistical chart.

This is actually a new knowledge point taught in this course. I have two intentions for this link. (1) Ask students to draw the composite broken-line statistical chart correctly and normally; (2) I can take good care of the last 20% students in my class and make them feel that the teacher will take care of me. )

4. Look at the picture and explore the topic. Can make simple analysis and speculation according to the change of broken line.

In this process, I arranged such a link: If I remove the data, what do you see? My idea is to use data to analyze and speculate what will happen. I think it still stays on the data and does not really reflect the superiority of the broken line statistical chart. )

Fourth, practice design:

1. The Beijing Olympic Games will officially open on August 8th this year. How many gold medals can our China team win? The teacher showed the statistics of gold medals won by China and the United States in the 25th ~ 28th Olympic Games. What did the students find when they looked at the statistics? Students may say: I found that the number of gold medals in China is increasing, while the number of gold medals in the United States is decreasing.

Can you predict China's performance in the Beijing Olympic Games?

What other questions do you want to ask? What else do you want to say to them?

(This link is to make students realize the role of statistical knowledge in life and understand that there are mathematical problems in life, and mathematical knowledge can solve problems in life; At the same time, students should be educated in patriotism. )

2, guide the completion of "can":

By analyzing the composite broken-line statistics of Xin Li and Liu Yun who have been doing 1 minute skipping training for 10 days, students can further understand the characteristics of the composite broken-line statistics, analyze the information contained in the broken-line statistics, and further predict the competition results of the two students.

3. Extracurricular expansion exercises and sublimation of statistical methods.

Count the number of male and female students who participated in our school's tourism during May Day, and make a composite broken-line statistical chart. Write an article about math diary and talk about the experience of the activity.

Verb (abbreviation of verb) comments:

Statistics is closely related to people's daily work and social life, and statistics has been pushed to students before mathematics courses. The new curriculum reform attaches great importance to cultivating students' statistical concepts. If students want to learn valuable mathematics, they should realize the value of mathematics in their study. In order to cultivate students' ability to collect and process data from complex situations and make appropriate choices and judgments, I try my best to let students know, make and analyze composite broken-line statistical charts in life situations. I pay attention to the following aspects when teaching this class:

(A) create life scenes to stimulate students' patriotic feelings and interest in learning.

Mathematics depends on life, from which it is abstracted and sublimated. Let students learn the mathematics of the masses and life, which is the mathematics view under the new curriculum concept. Designing the teaching process according to the actual situation of students is my first thought. The examples in the book only provide two simple broken-line statistical charts and one composite broken-line statistical chart, which looks monotonous. How to stimulate students' emotions? This is my way of handling it. I began to introduce and teach from the Asian Games that students are interested in. The teaching effect proves that this treatment really stimulates students' patriotic feelings and effectively mobilizes students' interest in learning.

(2) Set learning suspense and guide students to explore actively.

Zhu, a Neo-Confucianism scholar in the Southern Song Dynasty, said: "Those who learn without doubt will be taught to have doubts, and those who have doubts will have no doubt. Only here can they make progress. " The ancients also said: "Learning begins with thinking, and thinking originates from doubt." It can be seen that doubt plays an important role in learning. "Doubt" is the motivation for students to study deeply, and "doubt" is the golden key to open their minds. In example teaching, two broken-line statistical charts are used to show the number of gold medals won by China and South Korea in the 9- 14 Asian Games, so as to arouse the memory of broken-line statistical charts. So, how to compare the changes in the number of gold medals won by the two countries more conveniently? This question needs to be compared with the corresponding data in two statistical charts to find the answer. When students think this method is very troublesome, I dial in time: "It's annoying to compare. Is there a good way for us to see it clearly at once? " The students meditated first, then shouted and raised their hands. What do they know? The class reached a climax at once, and the students' suggestions for revision were really reasonable and comprehensive. I really realize that students' imagination and creativity are infinite.

(C) correct analysis, bold prediction, and cultivate students' statistical awareness.

The process of statistical activities includes not only collecting, sorting and describing data, but also analyzing data and making simple judgments and predictions based on the analysis results. The last link is very important for strengthening students' statistical concept and developing their statistical ability. Therefore, in teaching, on the one hand, I pay attention to highlighting the characteristics of composite broken-line statistical charts and guide students to think; On the other hand, it also inspires students to talk about their experiences, feelings and suggestions according to their own life experiences and related composite broken-line statistical charts. For example, when the production process is repeated, ask students to make a bold prediction according to the information in the picture: How many gold medals will China win in the 29th Olympic Games? In this way, students can further deepen their understanding of the composite broken-line statistical map, gradually improve their ability to understand and use the map, and further cultivate their statistical awareness.

In short, in the teaching of this class, students not only strengthen their thinking, exercise their ability, but also enhance their statistical consciousness from the teaching link of "creating situations, stimulating emotions-setting suspense, actively exploring-correctly analyzing and boldly predicting".