五年级数学上册教案-6.1平行四边形的面积44-人教版

五年级数学上册教案6.1 平行四边形的面积44人教版
一、教学内容
今天我要向大家介绍的是五年级数学上册的第六章第一节内容，即平行四边形的面积。

我们将通过本节课的学习，掌握平行四边形的面积公式，并能运用该公式解决实际问题。

二、教学目标
1. 知识与技能目标：让学生掌握平行四边形的面积公式，能够计算平行四边形的面积。

2. 过程与方法目标：通过实际操作，培养学生的观察、思考、推理能力。

3. 情感态度与价值观目标：激发学生对数学的兴趣，培养学生的团队合作精神。

三、教学难点与重点
重点：平行四边形的面积公式的推导和运用。

难点：理解平行四边形面积公式的推导过程，以及如何灵活运用该公式解决实际问题。

四、教具与学具准备
教具：多媒体课件、平行四边形模型、直尺、剪刀。

学具：每位学生准备一个平行四边形模型、直尺、剪刀。

五、教学过程
1. 实践情景引入：请大家观察教室里的物品，找出哪些物品的形状是平行四边形？它们的大小是否一样？
2. 自主探究：请同学们拿出自己准备的平行四边形模型，尝试用
剪刀将它们剪开，然后重新组合，看能否围成其他形状的平行四边形。

3. 小组讨论：同学们在自主探究的过程中，发现了什么规律？请
以小组为单位，分享你们的发现。

4. 教师讲解：根据同学们的分享，我给大家讲解平行四边形的面
积公式。

平行四边形的面积=底×高。

5. 例题讲解：请同学们看大屏幕上的例题，我们一起分析、解答。

例题：一个平行四边形的底是6厘米，高是4厘米，求这个平行
四边形的面积。

解答：平行四边形的面积=6厘米×4厘米=24平方厘米。

6. 随堂练习：请同学们用幻灯片上的练习题，自行解答。

六、板书设计
平行四边形的面积=底×高
七、作业设计
（1）底为8厘米，高为5厘米的平行四边形。

（2）底为10厘米，高为6厘米的平行四边形。

答案：
（1）8厘米×5厘米=40平方厘米
（2）10厘米×6厘米=60平方厘米
2. 思考题：如果一个平行四边形的底增加了2厘米，高减少了3
厘米，它的面积会发生什么变化？为什么？
八、课后反思及拓展延伸
本节课通过实践情景引入，激发了学生的学习兴趣。

在自主探究
和小组讨论环节，学生积极参与，主动发现规律。

在例题讲解和随堂
练习环节，学生能够运用所学知识解决实际问题。

总体来说，本节课
达到了预期的教学目标。

拓展延伸：请同学们思考，平行四边形的面积公式是否只适用于
平行四边形？它是否也可以应用于其他几何图形？课下可以进行探究。

重点和难点解析
1. 实践情景引入环节的设计：通过让学生观察教室里的物品，找
出哪些物品的形状是平行四边形，以此激发学生的学习兴趣，并自然
地引出本节课的主题。

这个环节的设计非常重要，因为它能够帮助学
生将新知识与现实生活联系起来，使学习更加生动有趣。

2. 自主探究环节的设置：在这一环节中，学生需要亲自动手操作，尝试用剪刀将平行四边形模型剪开，然后重新组合，看能否围成其他
形状的平行四边形。

这个环节的目的是培养学生的观察能力、动手能
力和思考能力，使他们在实践中发现问题、解决问题。

3. 小组讨论环节的组织：在学生完成自主探究后，教师组织学生
进行小组讨论，分享他们的发现。

这个环节有助于培养学生的团队合
作精神，让学生在交流中相互启发、取长补短。

4. 例题讲解和随堂练习的设计：教师选择了两个具有代表性的例
题进行讲解，然后让学生进行随堂练习。

这样的设计有助于学生巩固
所学知识，提高解题能力。

5. 板书设计：教师将平行四边形的面积公式简洁地呈现在黑板上，便于学生理解和记忆。

6. 作业设计：教师布置了两个练习题，让学生运用所学知识解决
实际问题。

还设置了一个思考题，激发学生思考和探究的兴趣。

在这些重点细节中，我认为实践情景引入环节的设计尤为关键。

这个环节不仅能够激发学生的学习兴趣，还能够使学生意识到平行四边形在生活中的广泛应用，从而更好地理解和掌握平行四边形的面积公式。

关于这个环节的补充和说明如下：
1. 现实生活中的平行四边形：在引入环节中，教师可以引导学生观察教室里的物品，如窗户、桌子、书本等，找出哪些物品的形状是平行四边形。

这样能够让 students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students
students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students
students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students
students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students students
students students students students students students
students students students students students students
students students students students students students
students students students students students students
students students students students students students
students students students students students students
students students students students students students
students students students students students students
students students students students students students
students students students students students students
students students
本节课程教学技巧和窍门
1. 语言语调：在授课过程中，我尽量使用生动、形象的语言，并
注意语调的起伏，以吸引学生的注意力，使课堂氛围更加轻松愉快。

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，既保证了教学内容的完整性，又避免了学生感到厌烦。

3. 课堂提问：我在授课过程中适时提出问题，引导学生思考，激
发他们的学习兴趣。

同时，我还鼓励学生相互提问，促进课堂互动。

4. 情景导入：我通过实践情景引入环节，让学生从现实生活出发，自然地过渡到本节课的主题。

这样的导入方式有助于学生更好地理解
和接受新知识。

5. 教学辅助工具：我运用多媒体课件、模型等教学辅助工具，直
观地展示平行四边形的面积计算过程，使学生更容易理解和掌握。

6. 板书设计：我在黑板上简洁地呈现了平行四边形的面积公式，便于学生记忆和理解。

7. 作业设计：我布置了两个练习题和一个思考题，既有巩固所学知识的练习，也有激发学生思考的题目。

在教学过程中，我还注意观察学生的反应，根据他们的实际情况调整教学节奏和内容，以确保教学效果。

教案反思：
在授课结束后，我对本节课的教案进行了反思。

我认为，本节课的设计较为合理，教学目标和重难点明确。

教学过程中，学生参与度较高，课堂氛围较好。

然而，我也发现了一些不足之处，如在小组讨论环节，部分学生参与度不高，课堂互动不够充分。

为了改进这些问题，我计划在今后的教学中，更加注重激发学生的参与热情，提高课堂互动效果。

同时，我还将继续探索更多有效的教学方法和技巧，以提高教学质量和学生的学习兴趣。

课后提升
（1）底为8厘米，高为5厘米的平行四边形。

（2）底为10厘米，高为6厘米的平行四边形。

（3）底为7厘米，高为4厘米的平行四边形。

答案：
（1）8厘米×5厘米=40平方厘米
（2）10厘米×6厘米=60平方厘米
（3）7厘米×4厘米=28平方厘米
2. 思考题：如果一个平行四边形的底增加了2厘米，高减少了3厘米，它的面积会发生什么变化？为什么？
答案：平行四边形的面积会减少。

因为面积=底×高，底增加了2厘米，高减少了3厘米，所以面积的变化取决于增加的底和减少的高的数值大小。

如果增加的底的数值大于减少的高的数值，那么面积会减少；反之，面积会增加。

3. 应用题：小明家的花园是一个平行四边形，底为12米，高为8米。

请计算小明家花园的面积。

答案：12米×8米=96平方米
4. 拓展题：已知一个平行四边形的面积为60平方厘米，底为10厘米。

请求这个平行四边形的高。

答案：高=面积÷底=60平方厘米÷10厘米=6厘米。