六年级上册数学教案 - 五单元 5.3 身高的情况 北师大版

六年级上册数学教案五单元5.3身高的情况北师大版教案：六年级上册数学教案五单元5.3身高的情况北师大版一、教学内容今天我们要学习的是北师大版六年级上册数学第五单元的第三节内容，主要讨论身高的情况。我们将通过实际情境引入，让学生了解和掌握单变量统计图的应用，能够利用统计图来表示和分析身高数据。二、教学目标1.学生能够理解单变量统计图的概念和作用。2.学生能够通过单变量统计图来分析和解释身高数据。3.学生能够运用所学的统计知识，解决实际生活中的身高问题。三、教学难点与重点1.教学难点：学生能够正确地绘制单变量统计图，并能够根据图表来分析和解释身高数据。2.教学重点：学生能够理解单变量统计图的概念，掌握绘制和解读统计图的方法。四、教具与学具准备1.教具：黑板、粉笔、统计图模板。2.学具：学生每人一份身高数据表格，一份统计图绘制纸张。五、教学过程1.实践情景引入：我们可以通过调查学生的身高来引入本节课的内容。可以让每个学生测量自己的身高，并记录下来。2.例题讲解：我们可以利用学生提供的身高数据，来绘制单变量统计图。我们可以将学生的身高数据整理成一张表格，然后根据表格来绘制条形统计图或折线统计图。3.随堂练习：让学生自己选择一张身高数据表格，尝试绘制单变量统计图，并解读图表中的信息。六、板书设计1.单变量统计图的概念和作用。2.绘制单变量统计图的方法步骤。3.如何解读单变量统计图中的信息。七、作业设计身高数据表格：姓名身高（cm）150145160赵六155答案：根据身高数据表格，我们可以绘制一张条形统计图或折线统计图。通过图表，我们可以看出的身高是150cm，的身高是145cm，的身高是160cm，赵六的身高是155cm。我们可以发现，的身高是最高的，的身高是最低的。通过解读图表，我们可以了解到学生的身高分布情况。八、课后反思及拓展延伸课后反思：通过本节课的教学，我觉得学生们对单变量统计图的概念和作用有了初步的理解，大部分学生能够掌握了绘制和解读统计图的方法。但是，还是有一部分学生在绘制统计图时出现了一些错误，需要在今后的教学中多加指导和练习。拓展延伸：我们可以让学生们进一步探索多变量统计图的应用，比如利用条形统计图和折线统计图来同时表示身高和体重数据，从而更加全面地了解和分析身高和体重之间的关系。重点和难点解析：1.单变量统计图的概念和作用：这是学生首次接触单变量统计图，需要让他们理解统计图的目的是为了更直观地展示数据，帮助分析数据背后的信息。单变量统计图能够清楚地表示出数量的多少，便于比较和分析。例如，在身高数据中，通过条形统计图或折线统计图，学生可以直观地比较每个人的身高，找出最高和最矮的学生。2.绘制单变量统计图的方法步骤：这是本次教学的难点之一。学生需要掌握如何根据数据绘制条形统计图或折线统计图。我会在课堂上详细讲解绘制步骤，并让学生在实践中绘制统计图，以加深理解。例如，我们需要整理数据，将身高数据列成表格；然后，选择合适的统计图类型，根据数据绘制图表；解读图表中的信息。3.解读单变量统计图中的信息：学生需要学会如何从统计图中获取有用的信息。我会通过具体的例子，让学生学会如何分析统计图，得出结论。例如，通过观察身高统计图，学生可以发现哪个学生的身高最高，哪个学生的身高最矮，以及身高分布的情况。4.学生的实际操作：在课堂上，我会让学生亲自动手绘制统计图，并进行随堂练习。这是教学的重点和难点之一，因为学生需要将理论知识应用到实际操作中。我会提供指导和反馈，帮助学生克服困难，掌握绘制统计图的技巧。5.作业设计：通过作业，学生可以进一步巩固所学知识，并将所学应用到实际问题中。在作业设计中，我会选择与身高数据相关的题目，让学生绘制统计图，并解读图表中的信息。例如，让学生根据给定的身高数据表格，绘制条形统计图或折线统计图，并回答相关问题。本节课程教学技巧和窍门：1.语言语调：我尽量使用生动、有趣的语言，以吸引学生的注意力。在讲解单变量统计图的概念和作用时，我以实际情境为例，让学生更容易理解和接受。在讲解绘制步骤时，我语速适中，确保学生能够跟上我的讲解，并能够理解每一个步骤。2.时间分配：我合理分配了课堂时间，确保每个环节都有足够的时间进行。例如，在讲解单变量统计图的概念和作用时，我花了大约10分钟的时间进行讲解；在讲解绘制步骤时，我花了大约15分钟的时间进行讲解，并让学生进行实践操作；在解读统计图中的信息时，我花了大约10分钟的时间进行讲解，并让学生进行随堂练习。3.课堂提问：我在讲解过程中适时提问，引导学生思考和参与。例如，在讲解单变量统计图的概念和作用时，我提问学生：“你们认为统计图有什么作用？”在讲解绘制步骤时，我提问学生：“你们知道如何绘制条形统计图吗？”通过提问，我可以了解学生的学习情况，并及时给予解答和指导。4.情景导入：我以实际情境引入本节课的内容，让学生更容易理解和接受。我让学生测量自己的身高，并记录下来，然后利用这些身高数据进行讲解和绘制统计图。这样的情景导入使得学生对身高数据有了直观的认识，从而更好地理解和掌握单变量统计图的知识。教案反思：1.教学内容的选取：我选择了与学生生活密切相关的身高数据作为教学内容，使得学生能够更好地理解和接受。但在选取教学内容时，我应注意丰富性和多样性，以满足不同学生的学习需求。2.教学方法的运用：我运用了实际情境导入、讲解、提问、实践操作等多种教学方法，使得学生能够从多个角度理解和掌握知识。但在运用教学方法时，我应注意适时变换，以保持学生的学习兴趣。3.课堂氛围的营造：我在课堂上尽量营造轻松、愉快的学习氛围，让学生能够放松心情，积极参与。但在营造课堂氛围时，我应注意把握度，避免过于轻松导致学生注意力不集中。课后提升：1.根据给定的身高数据表格，绘制一张条形统计图和折线统计图，并解读图表中的信息。身高数据表格：姓名身高（cm）150145160赵六155答案：根据身高数据表格，我们可以绘制一张条形统计图和折线统计图。条形统计图：|························································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································································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