高中信息技术_循环结构——FORNEXT循环语句教学课件设计
高中信息技术《程序的循环结构》优质教学课件设计
初值： s=0
变量的值
1 、 i=1
判断
1<100
2 、 i=2
2<100
3 、 i=3
3<100
…
…
…
99 、i=—9—9
99<100 ————
100 、=i —1—00
100=100 ————
i= 101 101>100
101 、——
————
循环体
s=0+1
s= 1+2
s= 1+2+3 … s=1+2+ …+99 —————— s=1+2+ …+99+100 ———————— 退出循环 ——————
想一想：本节课新科导入中的例题打印 五 行竖排的“ *” 用循环结构怎么实现？ 补全 程序代码。
•Dim i As Integer
For i = 1 to 5
•——p—rin— —
•t*“—” ——— •Next i ☆如果是打印 10 行， 100 行甚至更多，那应
该怎样修改程序？
（八）课堂小 结• 1 、格式
程序的运行结果？
循环执行的过程
（七）当堂检 测
1 、阅读程序，写出运行结果
Private Sub form_click() dim i as integer
Dim s As Integer
for i=1 to 10 step 3 s=s+i next I
Print s End Sub
运行结果： 22
• 4. 语句组可以是一条或多条语句，又称作循环体。
• 5. 循环体执行的次数为（终值 - 初值） / 步长+1 的整数部分，因此 FOR 循环也称为计数循环。
循环结构的程序实现(for)课件高中信息技术浙教版(2019)必修1(18张PPT)
print(s)
5.课堂实践
5.课堂实践
参考代码： for i in range(100,1000): a=i//100 b=i//10%10 c=i%10 if a**3+b**3+c**3==i:
print(i)
5.课堂实践
5.课堂实践
参考代码： n=int(input()) sum=0 for i in range(n+1):
for <变量> in <序列>:
<循环体>
空格缩进
2.For循环
for <变量> in <字符串>：
程序段 运行结果
a="hz11z"
for i in a:
print(i) h z 1 1 z
a的数据类型
字符串
在循环过程中变量i的值 字符串中每一个字符元素
2.For循环
for <变量> in range(a,b,k)：
s+=i print(s)
5.课堂实践
5.课堂实践
参考代码： m=int(input()) n=int(input()) s=0 for i in range(m,n+1,1):
s+=i print(s)
5.课堂实践
5.课堂实践
参考代码： m,n=input().split() m=int(m) n=int(n) s=0 for i in range(m,n+1):
《数据与计算》
3.2.6 循环结构程序实现1
DATA ACQUISITION AND CODING
第5章-循环结构程序设计PPT优秀课件
5.3.1 前测型Do…Loop循环语句
格式：
Do [While | Until <条件表达式>] <语句块> [Exit Do] <语句块>
Loop
18
5.3.1 前测型Do…Loop循环语句
前测型Do…Loop循环的流程图
Do While…Loop流程图
Do Until…Loop流程图
条件表达式 值为真？
格式:
Do <语句块> [Exit Do] <语句块>
Loop [While | Until <条件表达式>]
23
5.3.1 后测型Do…Loop循环语句
说明:
后测型Do…Loop循环语句与前测型Do…Loop循环语句的主 要区别在于：
后测型要先执行一次循环体，再判断条件；而前测型要 先判断条件，然后根据判断结果决定是否执行循环体。因此 对于后测型，不管条件是否满足，循环体至少有一次执行机 会。
16
5.3 Do…Loop循环语句
导入：
Do…Loop循环也属于条件型循环，即根据条件的 成立与否来决定是否执行循环。Do…Loop循环的应 用具有很强的灵活性，主要体现在：它既能指定循环 开始条件，又能指定循环结束条件；既能构成前测型 Do…Loop循环语句，又能构成后测型Do…Loop循 环语句。
25
5.3.1 后测型Do…Loop循环语句 【例5-10】将400~600间能够被3整除的数 输出（上机练习）
【例5-11】（略）
26
5.4 循环嵌套
介绍:
一个循环结构中又包含一个或多个循环结构被称为 循环嵌套，或称多重循环。 多重循环对嵌套的层数没有限制。有几层嵌套，就 称为几重循环，如二重循环、三重循环、四重循环 等。一般地，把嵌套在一个循环体内部的另一个循 环结构称为内循环；这样，嵌套了其他内循环部分 的循环结构就称为外循环。 为了使多重循环结构具有较好的可读性，通常用缩 进方式书写相应的源代码。
高中信息技术_循环结构教学课件设计
新课解析：假设你从今年开始，1月份为“希望
工程”存入1元钱，2月份存入2元钱，3月份存入 3元钱… …，依次类推，问：两年时间你将为代表当月存入钱数，S表和，初始值为0
N N=1 N=2 N=3 N=4 ……
在我国南北朝时的一部重要数学著作 《孙子算经》中也有记载：
“今有物不知其数，三三数之余二，五 五数之余三，七七数之余二，问物几 何？”
棋盘上的麦粒
印度的一个古老传说，舍罕王打算重赏象棋发明人、宰相西萨·班·达依尔。 这位聪明的大臣的胃口看来并不大，他跪在国王面前说： ‘陛下，请您 在这张棋盘的第一个小格内，赏给我一粒麦子，在第二个小格内给两粒， 第三格内给四粒，照这样下去，每一小格内都比前一小格加一倍。陛下， 把这样摆满棋盘上所有64格的麦粒，都赏给您的仆人吧！’ ‘爱卿，你所求的并不多啊。”国王说道，心里为自己对这样一件奇妙 的发明赏赐的许诺不致破费太多而暗喜。“你当然会如愿以偿的，”国 王命令如数付给达依尔。
检验真知：
1、编写程序1+2+3+‥‥‥+100
程序实现： Dim n ,s as single S=0 For n=1 to 100
s=s+n Next n Print s ,n
修改程序，使其实 现求100以内奇数
和
当堂训练： 例题1
s=0 for I=10 to 4 step –3 s=s+I next I print “s=”;s
r = r + 500
Circle (2500, 2500), r
循环体
Next i
Next <变量>
小结
本节学习了循环语句的格式和应用。 格式： for 变量=<初值> to <终值> step <步
for...next循环结构课件
课外作业
1、用for循环语句求：21+22+23+…+264的和 2、预习教材上do…loop循环
S=0 For i=1 to 8 step 3 S=s+3 Next i Print s • 提问： 此循环语句中，循环变量是? 初值是? 终值是? 步长是? 循环体中的语句是?
For-Next循环语句的执行过程 For-Next循环语句的执行过程
For-Next循环语句的执行步骤 For-Next循环语句的执行步骤
FOR…NEXT循环程序结构 FOR NEXT循环程序结构 NEXT
复习
• 顺序结构 从上往下、顺序执行 • 分支结构 If <条件> Then <语句块1> Else <语句块2> End If
For-Next循环语句的格式： For-Next循环语句的格式： 循环语句的格式
• For <循环变量>=<初值> To <终值> step <步长>
• • • •
语句块 [Exit for] 语句块 Next <循环变量>
例1
• 在窗体上输出1到10这十个数字。 • 程序代码： for i=1 to 10 step 1 print i next i • 分析此循环语句中
循环变量 初值 终值 步长 循环体中的语句
实例1程序的执行过程：
例2
分析程序 分析执行过程：
应用提高： 应用提高：
• 用for循环语句编程求1+1/2+1/3+1/4+1/5的和
课外探究
• 1、循环变量的步长能否为0，如果为0， 将会出现什么情况？ • 2、循环变量是不是一定要出现在循环体 中，参与运算？ • 3、对于循环变量的值超过终值，你是如 何理解的？（结合步长为正，为负两种情 况） • 4、循环体被执行的次数由什么决定？
循环结构的程序实现—for语句课件高中信息技术浙教版(2019)必修1(16张PPT)
2
挑战任务（选做）
尝试输出50以内所有的素数。（提示：使用双重for循环）
num=[]; #创建一个空列表
i=( , ): #循环判断所有的数字
j=2
#从2开始
for j in range( , ): #逐一判断每个数i是否能被j整除
If i%j==0:
循环结构——for语句
for语句通过遍历序列中的元素实现循环，序列中的元素会被依次 赋值给变量，然后执行一次循环体。当序列中的元素全部遍历完 时，程序会自动退出循环，继续执行else字句中的语句块（该else 子句可选）。 若循环过程中执行了循环体中的break语句，则程序会中途退出 for语句，转而去执行for语句后面的语句（即时有else子句，该子 句也不会被执行。
print(num,end=' ') 参考答案2： for num in range(1,21):
if num % 2==0: print(num,end=' ')
输出：2 4 6 8 10 12 14 16 18 20
拓展链接
学生任务
讨论for语句的特点和使用场 景 for语句是在一个序列上循环，并通过序列的 元素数量来控制循环次数，因此在循环次数明 确的情况下使用for语句比较方便。
实践体验
进阶任务
（1）range(len(string)-1,-1,-1)函数的第 三个参数值是-1，表示每次取值按降序， 步长为1。若车牌是“12345”，先取“5”，字 符串索引值为4，最后取“1”，字符串索引值 为0，range()函数是左闭右开区间。因此 选择A。 （2）若车牌为“浙A2P27P”,for循环执行第1 遍时不满足“if string[i]>=”0” and string[i] <=”9”条件，for循环执行第2遍时满足以上 条件，执行break语句结束for循环。因此， 程序中的for循环语句执行2次。
高中信息技术_循环结构——FORNEXT循环语句教学设计学情分析教材分析课后反思
《循环结构——FOR/NEXT循环语句》教学设计学情分析（1）高二的学生已经具备了一定的逻辑思维、分析问题、表达思想等能力。
学习本节课前，学生已有相关的VB基础知识，对顺序结构程序和分支结构程序有关语句有一定的了解，对这些内容复习加强巩固的同时，指出它在顺序执行、选择执行程序中有一定的优势，但要将某项任务转化为重复多次去执行某一项操作时，它就有一定的困难，并提出改进的设想和办法，从而激发学生探求新知的欲望。
而且他们已经在数学课上学习了一些算法的知识也已接触过一些程序案例，在教师的有效引导下有能力进行自我探究。
（2）FOR—NEXT循环这节课涉及的循环语句比较抽象，较难理解，学生对这个方面的内容兴趣不大，有畏难情绪；外加非高考科目从而引起学生普遍对这门课不重视，使用传统“灌水”式教学方式难以实现教学目标。
因此在教学中宜比较自然地引入循环语句的功能、格式以及使用方法。
用学生身边的，较简单的例子来调动他们学习和探究的主动性、积极性尤为重要。
效果分析本节课我采用了分析法、演示法、讨论法等多种教学方法，充分体现了学生是教学活动中的主体；而教师通过对学生参与学习的启发、调整、激励来体现自己的主导作用。
学生在合作学习中目标明确、态度积极、气氛活跃，有效地培养了学生的分析问题、解决问题能力，体较现了学习的主动性。
中间对于问题的提出，解决后及时地给学生演示程序的运行来进行验证，有助于学生理解。
不足之处：在仿编写环节中原本意是采取分层教学法，让学生根据自己的能力和课堂掌握情况选择相应层次完成实践活动，达到让不同能力水平的学生各有所获，体验编程解决问题的成就感，但课堂上没有体现出来。
另外语速稍快，感觉课下还得细细琢磨基本功。
有些程序段在机房进行可能学习效果更好。
附程序段一：程序段二：Print "*" for i=1 to 3 step 1Print "*" Print "*"Print "*" next i程序段三：Print Tab(40); "打印1000个*，每行100个，共10行！"For i = 1 To 10Print Tab(40);Print "第"; i; "行";Print Tab(40);For j = 1 To 100Print "*";Next jNext i教材分析1)教学内容和地位：程序设计是教学中的重点也是难点，循环结构是其中的一种设计结构，其作用是使一段程序反复执行。
《For…Next循环结构》课件
Dim a
For a=10 to -10 step -6 For a=10 to -10 step -6
Print a;
If a<0 Then
If a<0 Then
Exit For
Exit For
End If
End If
Print a;
Next a End Sub
Next a End Sub
运行结果：10 4 -2 运行结果：10 4
练习一
利用For…Next循环结构编写程序代码计算式 表达式的值：
sum=2+4+6+…+96+98+100 ? Private Sub Command7_Click()
?
End Sub
练习一
sum=2+4+6+…+96+98+100 ?
Private Sub Command7_Click()
18 19 20
Private Sub Command10_Click()
Dim a,sum
For a=2 to 20
sum=sum+1/a
Next a
Print Format(sum,”0.0000”)
End Sub
思考 sum= 1 - 1 +… + 1 - 1 + 1 ?
第四次执行循环语句：
19<=20 → 输出a=19 → 19＋1 → 20<=20 继续循环
第五次执行循环语句：
20<=20 → 输出a=20 → 20＋1 → 21>20 退出循环
FOR-NEXT循环语句教学设计_高中信息技术教案.doc
printsnext2)编写程序，y=x+2，当x=1,2,3,4,5时，y的值分别是多少。
Clsforx=1to5y=x+2printynext5、归纳小结，反思提高［学生总结本节课的FOR/NEXT语句的格式和功能，运用语句进行程序设计的步骤。
唯有反思，才能控制思维操作，才能促进理解，提高自己的元认识水平，从而促进程序设计的算法形成和发展，实现良好的循环。
］总结略。
师：各门学科之间，各学科的内容之间都是有联系的，都不是孤立的，同学们要把知识动态化，多角度、多方式地去思考，掌握知识的内在联系，提高解题能力，开阔自己的视野。
课后请同学们完成这样一个程序设计作业：(作业与数学知识联系密切)作业：试编写程序，求10!。
总评本节课教师采用分析法、演示法、实验法、讨论法等多种教学方法，充分体现了学生是教学活动中的主体；而教师通过对学生参与学习的启发、调整、激励来体现自己的主导作用。
学生在合作学习中目标明确、态度积极、气氛活跃，有效地培养了学生的分析问题、解决问题能力，体现了学习的主动性。
不足之处是练习题略多了一点，时间有些紧张。
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and USI shall defend, indemnify and hold the Venturers harmless from and against any claims to the contrary, provided however that USI shall receive (i) prompt written notification of any claim for which it is providing indemnification under this Paragraph 9.5, (ii) the right to assume, in a prompt fashion, sole control of the defense or settlement of such claim (provided that USI cannot commit any Venturer to the payment of sums), and (iii) reasonable assistance from the indemnified party o r parties, at USI’s request and expense, and provided further that if USI assumes sole control of the defense of such claim, the indemnified party may, at its expense, participate in such defense.9.6 The obligations of the Parties under Paragraphs 1 to 5 above shall be subject to and conditioned upon funding of USI by the Venturers and upon approval of the formation of USI and of its operation at Module C by all required governmental authorities, including without limitation, the Science Based Industrial ParkAdministration, but the obligations under the other Paragraphs of this Agreement shall not be so conditioned. BBB shall cooperate with USI in securing such approvals within the time contemplated under the schedule of Attachment A. The obligations and responsibilities of the Venturers and USI under Paragraphs 6 to 9 shall survive the expiration and/or termination of this Foundry Venture Agreement.9.7(a) For purposes of these Agreements, Confidential Information shall mean:(i) any information disclosed by one party to another pursuant to or in connection with these Agreements which is in written, graphic, machine readable or other tangible form and is marked confidential, proprietary, or in some other manner to indicate its confidential nature; and(ii) any information orally disclosed by one party to another pursuant to or in connection with these Agreements provided that such information is designated as confidential at the time ofdisclosure and reduced to a writing delivered to the receiving party within thirty days of the oral disclosure and detailing the confidential information involved.(b) Each party shall treat as confidential all Confidential Information provided by any other party, shall not use or disclose such Confidential Information except as contemplated in these Agreements and then only subject to written confidentiality agreements at least as protective as those stated in this Foundry Venture Agreement. Without limiting the above, each party shall use at least the same procedures and degree of care which it uses to prevent the disclosure of its confidential information of like importance and shall in no event use less than reasonable procedures and a reasonable degree of care. Notwithstanding the above, no party shall have obligations with respect to Confidential Information of any other party which:(i) Such party shows was generally known and available to the public at the time it was disclosed, or becomes generally known and available to the public through no fault of the receiver prior to the use and or disclosure of such information by the receiver;(ii) Such party shows was known to the receiver withoutobligation of confidentiality at the time of disclosure as shown by written evidence in existence at the time of disclosure;(iii) Is disclosed with the prior written consent of the discloser;(iv) Such party shows becomes known to the receiver without obligations of confidentiality; or(v) Is disclosed pursuant to the order or requirement of any court, agency, or other governmental body having jurisdiction;provided, however, that, prior to any such disclosure pursuant to paragraphs 9.7(b)(v) above, the Party seeking disclosure shall notify the others and take all reasonable actions in an effort to minimize the nature and extent of such disclosure.(c) Each party agrees that the terms of these Agreements and the USI Business Plan shall be treated as Confidential Information and not disclosed, provided however that any and all parties may disclose the terms and conditions of these Agreements and the USI Business Plan in confidence to its legal counsel, accountants, banks,and financing sources and their advisers, or pursuant to written confidentiality agreements having terms at least as restrictive as those this Paragraph 9.7 in connection with an actual or proposed merger or acquisition, and/or in connection with the enforcement of its rights under this Foundry Venture Agreement(d) Notwithstanding anything to the contrary, and subject to the exceptions of Paragraph 9.7(b):(i) any Confidential Information disclosed to BBB by a Venturer which is marked BBB only (or similarly) may be used and disclosed by BBB solely in connection with preparing and submitting the USI Business Plan and applications for governmental approvals relating to USI but may not otherwise be disclosed by BBB to USI or to any other Venturer;(ii) any Confidential Information disclosed to BBB and/or to USI which is marked as USI Internal Only may be disclosed by BBB to USI, but may not be disclosed by USI to any other Venturer; and(iii) any Confidential Information disclosed to a Venturer which is not marked BBB Only and/or USI Internal Only (or similarly)may be disclosed to USI and/or to any Venturer.(e) Without limiting the foregoing, in order to facilitate exchanges of Confidential Information amongst themselves, the Venturers contemplate they may negotiate and execute one or more mutually satisfactory non-disclosure agreements.(f) The obligations of this Paragraph 9.7 shall survive the expiration or termination of this Foundry Venture Agreement and the Venture Agreements for a period of three (3) years after the last of them to expire and/or terminate. In the event of any breach of this covenant, the Venturers and USI shall promptly discuss and cooperate in good faith with respect to measures to mitigate any harmful effect of such breach and with respect to possible compensation to the injured party.9.8 This Foundry Venture Agreement and the Venture Agreements are written only in the English language, which language shall be controlling in all respects, and all versions in any other language shall be for accommodation only and shall not be binding upon the Venturers. All communications to be made or given pursuant to such Agreements shall be in the English language, except as may be required under applicable law.9.9 This Foundry V enture Agreement and the Foundry Capacity Agreement and matters connected with performance under any one or more of them shall be interpreted and construed in all respects in accordance with the laws of the State of _________(Placename), provided however that all matters connected with the purchase and formalities of stock and ownership interests in USI and the Technology Transfer and License Agreement shall be interpreted and construed in all respects in accordance with the laws of _________(Placename), _________(Country), all without regard to that body of law which pertains to conflicts and/or choice of law and excluding the UN Convention on Contracts for International Sales of Goods.9.10 If any provision of this Foundry Venture Agreement and/or the Venture Agreements is held wholly or partially unenforceable for any reason, such unenforceability shall not affect the enforceability of the remaining provisions of such Agreements, and all provisions of such Agreements shall be construed so as to preserve enforceability.9.11(a) The terms and conditions contained in the USI Business Plan, this Foundry Venture Agreement and/or the Venture Agreements and the documents attached thereto (the Plan and Agreements ) shall supersede all previous communications, understandings, representations and/or agreements, oral and/or written, between the Venturers with respect to the subject matter hereof;(b) There are no other such agreements, understandings and/or writings except as stated above;(c) No agreement or understanding varying, modifying or extending the terms and/or conditions of such Plan and Agreements, nor any custom, practice, course of dealing or conduct of the parties, shall be binding upon any Venturer unless in writing and signed by a duly authorized officer or representative of each Party to be bound; provided however that a Venturer and USI may agree to ordering procedures which are established by them pursuant to mutual agreement; and(d) Except as expressly allowed under this Foundry Venture Agreement, no party may transfer or assign its rights or delegate itsduties under this Agreement, except with the written consent of all the Parties to the agreement involved.9.12 No licenses, other than the licenses expressly granted under these Agreements, are granted under these Agreements, by implication, estoppel or otherwise. Nothing in these Agreements shall be construed as conferring any license, right to use or other right with respect to any trademark or trade name of any party. Each party may make reasonable reference by name to any other party provided that the written consent of that other has been obtained in advance.9.13(a) The failure of any party to enforce, or the delay by any party in enforcing any of its rights under these Agreements shall not be deemed a waiver or a containing waiver of such rights or a modification of these Agreements, and such party may, within the time provided by applicable law, commence appropriate proceedings to enforce any and/or all such rights.(b) The section headings in these Agreements are forconvenience only and do not define or limit nor will they be used to construe the content of such sections.(c) Each party expressly represents and warrants that it is free to enter into these Agreements and that such party has not made and will not make any creations or commitments in conflict with the provisions of these Agreements, or which reasonably might interfere with the full and complete performance of such party’s obligations under these Agreements. Each party further represents and warrants that these Agreements, and the performance of its respective obligations under these Agreements, and the consummation of the transactions contemplated under these Agreements have been duly authorized and approved by all necessary action, and all necessary consents or permits have been obtained, and neither the execution of these Agreements nor the performance of the party’s respective obligations under these agreements will violate any term or provision of any valid contract or agreement to which such party is subject and/or by which such party is bound. No further actions or consents are necessary to make these Agreements valid binding contracts, enforceable against the respective parties in accordance with their terms.9.14 Nothing in this Foundry Venture Agreement and/or in the Venture Agreements shall be deemed to create a general or limitedpartnership or an agency relationship between the Venturers and/or USI, and the Venturers and USI are independent companies. The Venturers intend to become shareholders of USI and thereafter purchase product s manufactured from USI in an arm’s length vendor-purchaser relationship, and, in the case of USI and BBB, in an arm’s length vendor-purchaser, lessor-lessee, and licensor-licensee relationship. No party shall be entitled to act on behalf of and/or to bind any one or more of the others.9.15 The Venturers will cause USI to execute promptly after its formation the Foundry Capacity Agreement, Technology Transfer and License Agreement, and this Foundry Venture Agreement, to confirm USI’s agreement to abide by the terms in such agreements which are binding upon USI.IN WITNESS WHEREOF, the Venturers have caused this Foundry Venture Agreement to be signed below by their respective duly authorized officers.。
高中信息技术ForNext循环语句初步教案教科版
一、教学目标1. 理解For循环的基本结构和功能。
2. 掌握For循环的语法和用法。
3. 能够运用For循环解决问题。
二、教学内容1. For循环的基本结构示例：For i = 1 T o 5Console.WriteLine(i)Next2. For循环的语法变量：用于存储循环次数的变量。
起始值：循环开始时的变量值。
终值：循环结束时的变量值。
步长：每次循环变量增加的值。
3. For循环的用法遍历数组或集合。
执行固定次数的循环。
三、教学过程1. 导入：通过生活中的实例，引导学生思考如何实现重复执行某段代码的需求。
2. 讲解：介绍For循环的基本结构和语法，通过示例讲解For循环的用法。
3. 实践：让学生编写简单的For循环程序，巩固所学知识。
4. 拓展：讨论For循环在实际应用中的场景，引导学生思考如何选择合适的循环结构。
四、课后作业1. 编写一个程序，使用For循环输出1到10的数字。
2. 编写一个程序，使用For循环计算1到10的和。
a. 遍历一个含有10个元素的数组，输出每个元素的值。
b. 模拟掷骰子，计算连续掷出相同数字的次数。
五、教学评价1. 课堂参与度：观察学生在课堂上的积极参与程度，提问和回答问题的积极性。
2. 编程实践：评估学生在实践环节编写For循环程序的正确性和熟练程度。
3. 课后作业：检查学生完成课后作业的情况，包括作业的准确性、思路清晰程度。
六、教学重点与难点重点：1. For循环的基本结构和功能。
2. For循环的语法和用法。
难点：1. For循环在不同场景下的应用。
2. 选择合适的循环结构解决问题。
七、教学方法与手段1. 讲授法：讲解For循环的基本结构和语法。
2. 示例法：通过示例讲解For循环的用法。
3. 实践法：让学生编写程序，巩固所学知识。
4. 讨论法：分组讨论For循环在实际应用中的场景。
八、教学环境与资源1. 教室环境：宽敞明亮的教室，每人一台电脑。
2. 教学资源：PPT课件、编程软件、网络资源。
教科版 教育科学出版社 高中信息技术 必修一 2.3 循环结构——for语句 课件PPT
3、break和continue语句
当遇到h时，结束全部 循环
当遇到h时，结束h的 本次循环，继续其他 循环。
三、综合练习
希萨的棋盘问题
希萨是古印度的数学家, 传说是他发明了国际象棋献给了印度国王, 国王十 分喜欢这个游戏, 于是询问希萨想要什么赏赐。希萨毕恭毕敬地对国王说: 请大王赐我一些麦粒就好了, 在棋盘上的第一格上放上 1 粒麦粒, 第二格上 放上 2 粒麦粒, 第三格上放上 4 粒麦粒, 第四格上放上 8粒, .... 一直加到64 格. 国王原以为只是一些粮食, 但经过算师计算之后, 发现所需麦子的数目即便 是印度所有麦子都赏给希萨也不够。
三、综合练习
归纳出： Y=2^n-1
三、综合练习
练习结果：
n=int(input ("请输入你的年龄:")) for x in range(1,n):
x=2*2-1 print(x)
四、课后作业
1、请默写for结构。 2、请说明break和continue的区别。 3、请说明你是如何运用range函数的。
2、range(start, stop, step)
for x in range(10): print(x)
尝试一下吧，range()的其他实例
3、break和continue语句
都表示，停止循环的意思。 Break：结束循环。Continue：结束本次循环。
3、break和continue语句 都表示，停止循环的意思。 Break：结束循环。Continue：结束本次循环。
For循环语句和while循环语句。
1、for循环——直到循环
For 变量 in 可遍历变量： 语句1 语句2 …
《循环结构——For循环》说课课件
感谢您的聆听！
息技术的学科性的重要体现
02 作用 学习程序设计有助于学生计算思维的培养，为 今后的学习垫定坚实的基础
03 优势 循环结构是学生程序学习的分水岭
学情分析
学情分析
教学目标
1 2 3 4
教法学法
教法
• 情景创设法 • 任务驱动法
学法
✓ 探究学习法 ✓ 合作学习法
02 教学过程的设计及其目的
5 作业分层设计，鼓励创新 4 从抽象到具象，体验感悟 3 从算法到语言，水到渠成 2 从具象到抽象，循序渐进 1 从情景到问题，引出新知
灯i灭
Y
Y
循 环 变 量 i的的下下一一个个值值
2 从具象到抽象，循序渐进
教学环节
循环变量=初值
Y
循环变量是否超过终值?
N
执行循环体 循环变量的下一个值
For 循环变量= 初值 To 终值 Step 步长 循环体
Next 循环变量
3 从算法到语言，水到渠成
教学环节
4 从抽象到具象，体验感悟
教学环节
➢ 补充完善For…Next语句，调试程序 ➢ 修改初值、终值和步长，感受灯带的变化 ➢ 设计创意灯带效果，体验掌控计算机的乐趣
4 从抽象到具象，体验感悟
教学环节
5 作业分层设计，鼓励创新
教学环节
5 作业分层设计，鼓励创新
教学环节
5 作业分层设计，鼓励创新
06 说环节
03
自我评价
5 作业分层设计，鼓励创新 4 从抽象到具象，体验感悟 3 从算法到语言，水到渠成 2 从具象到抽象，循序渐进 1 从情景到问题，引出新知
循环结构—For循环
01 教学目标的确定及其理据
高中信息技术必修一第二章第二节《程序设计语言基础知识for循环》上课课件
字符串中，空格也算字符
s=”good morning” s=”我 like 中国”
序列
1、列表直接生成
定义一个空序列（列表）：s=[]
定义一个非空序列（列表）：s=[1,2,3,4] 定义一个空序列（列表）：s=[] s.append(23)：s=[23] s.append(35)：s=[23,35] s.insert(1,78)：s=[23,78,35]
问题2：以上5个数据分别用什么变量表示？
回答： • 收入、支出，用列表list • 总存款额、总消费额、卡内余额：用浮
点型数据float
问题3：收入、支出数据，用几个列表存储？
回答：2个列表
T s=s+sz[i]
i<len(sz) T sz[i]>=0
F F z=z-sz[i]
问题4：收入、支出能否用1个列表存储？
a.append(i**2) print(a)
输出a 结束
题目1：给你一个序列[0,1,2,3,4],请你输出[0,1,4,9,16] 方法二：range()函数生成序列
a
a=[ ] for i in range(0,5,1):
a.append(i**2) print(a)
b
a=[ ] for i in range(0,5):
python的循环结构（for 语句）
1、列表直接生成
for 循环变量 in 序列：
循环体
b.先定义列表变量，再使用列表
a.直接在for 语句里生成列表
(直接用列表变量名)
for n in [1,2,3,4,5]: 输出
1
print(n)
2
3
4
5
《第二单元 程序结构 第13课 For-Next循环 For-Next循环》教学设计
《For-Next循环》教学设计方案（第一课时）一、教学目标1. 理解For-Next循环的基本观点和用途。
2. 掌握For-Next循环的语法和基本操作。
3. 能够应用For-Next循环进行简单的编程任务。
二、教学重难点1. 重点：理解循环结构在编程中的重要性，掌握For-Next循环的语法和操作。
2. 难点：实际应用中灵活运用For-Next循环解决各种问题，冲破传统思维方式。
三、教学准备1. 准备教学PPT，包含图片、文字和视频等多媒体素材。
2. 准备适合学生应用的编程软件，如Visual Basic或C#等。
3. 准备一些简单的编程问题，供学生实践操作。
4. 准备一些案例，用于演示For-Next循环的应用途景和效果。
5. 安排适当的时间，让学生进行实践操作和讨论，教师进行指导和答疑。
四、教学过程：本节课是《For-Next循环》的第一课时，以下是详细的教学过程：1. 导入新课：起首通过展示一些循环结构的实际应用，让学生感受循环结构在实际中的应用和重要性，激发学生的学习热情和兴趣。
2. 讲解循环结构的基本观点和语法：通过讲解循环结构的基本观点和语法，让学生了解循环结构的基本原理和实现方式。
3. 演示循环结构的应用：通过演示一些循环结构的实际应用，让学生了解循环结构在实际编程中的应用，并加深对循环结构语法和观点的理解。
4. 实践操作：让学生进行实践操作，尝试编写一些简单的循环结构程序，以加深对循环结构语法和观点的理解，并培养学生的编程实践能力。
5. 小组讨论：在实践操作过程中，组织学生进行小组讨论，让学生交流自己的编程经验和技巧，互相学习和帮助。
6. 评判与反馈：对学生的实践操作进行评判和反馈，指出学生的优点和不足，并给出相应的建议和指导，帮助学生更好地掌握循环结构的知识和技能。
7. 拓展学习：最后，介绍一些循环结构的进阶知识和应用，引导学生进行拓展学习，培养学生的自主学习能力和创新认识。
高中信息技术For…Next语句教学设计沪教版选修1
《For…Next语句》教学设计一、大体说明1、模块：算法与程序设计（高中信息技术选修1）2）年级：高中二年级3）所用教材版本：上海科技教育出版社4）所属的章节：第二章第四节(第1课时)二、教学目标一、认知目标：①掌握FOR循环语句的格式和功能；②掌握并理解FOR循环语句的执行进程；③激发学生的编程兴趣，培育学生良好的学习适应，提高自主学习的能力。
三、教学重点和难点重点：掌握FOR循环语句的格式和功能；理解FOR循环语句的执行进程；难点：理解FOR循环循环的执行进程；用FOR循环语句解决实际问题。
四、设计思路：①教学方式设计：以讲义为载体的任务驱动式教学法，以学生自学、教师导学为手腕，通过教师精心设计讲义和有效地导学达到本节课的教学目标。
②教学流程设计：第一，回顾上节课的知识，然后让学生自学活动一和学习指引中“FOR。
Next”的内容，并完成活动一中的留白。
打开讲义网页，以阿凡提的合同故事导入新课，让学生对循环语句的重要性及利用处合有所理解；老师展示本节课主要要解决的学习问题后，学生自主探讨学习，分四个步骤依次完成讲义中的四部份内容，循序渐进地掌握本节课的学习内容，实现教学目标。
每一个阶段中，又分三个步骤：学生自学、学情反馈、疑难点拨；最后让学生进行课堂小结并谈谈本节课的学习收获，评选出最佳小组；最后，布置学生课后作业。
五、教学进程(一) 课堂导入【教师活动】一、回顾上节课内容，引出本堂课要学的知识。
布置学生第一个学习内容。
二、与学生一路完成书本中活动一的留白。
【学生活动】一、与老师一路回顾上节课内容；二、预习书本中活动一和学习指引中“FOR…Next”的内容；3、完成书本中的留白。
4、调试书中76页程序。
【对学生学习进程的观察和考查及设计用意】回顾上节课内容和自学活动一内容，让生体会到循环结构的重要性和利用处合，使学生马上进入学习状态。
（二）明确学习任务【教师活动】一、展示本节课的学习任务：打开网页“”讲义，认真地自学、试探、解答其中的各问题。
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i<=6 N
Y
Print i, x
i=i+1
循环变量i 终值
4
6
5
6
6
6
7
6
步长
Print i,x
1 4,3 1 5,3 1 6,3
1 结束循环
43
53
结束
63
程序二：
开始
S=2
For i=10 to 4 step -3 s=2,i=10
S=s*i
i<=4 N
Next i
Y
S=s*i
Print S
FOR循环语句的具体执行过程
“循环变量”好比是“人”
1）步长值为正数时人就向前走 2）步长值为负数时人就往后退 3）步长为0时就原地踏步 4）人的“步子”大小由步长绝对值决定 5）终值好比是墙，若超出范围人就无法前行（或往后退），
此时就不执行循环体，同时循环就些结束
探究二：巩固练习（我会读懂程序）
思考并写出下列程序运行的结果（画出流程 图，说明程序的功能） S=0 For i=1 to 5 S=S+i Next i print S
探究三：仿编写程序
写出下列表达式对应的FOR-NEXT语句 1）1+2+3+…..+100
2) 2+4+6+…..+100
总结及自我评价
作业：编程计算6！
共勉一句话：
End Sub
只用一个print”*”
总结：凡是想让计算机做大量相同的事情时，就可以使用 到循环结构(重复结构)
概念：在算法中从某处开始按照一定的条件反复执行某一处理步骤 的结构
作用：使一段程序能重复执行。循环语句一般分为计数循环和条件 循环。今天我们来学习其中的一种即FOR循环语句
用FOR 循环语句实现打印3行“*”
循环变量i 终值
步长
i=i+1
S=s*i
10
4
-3
20
Print s
7
4
-3
140
结束
4
4
-3
560
结束循环
1
4
-3
560
结论：
1、循环变量依次变换的赋值次数即循环体执行次 数
2、决定循环次数的三个因素：初值、终值、步长 3、循环次数公式：（终值-初值）\步长+1
其 FOR循环语句的具体执行过程
For --- Next 语句流程图
Private Sub Form_Click( ) For i=1 TO 1000 Step 1 Print “*” Next i END Sub
任务二：FOR 循环语句的执行过程如何
（分组讨论） 循环变量是怎样控制循环的及决定循环次数
的因素
写出程序运行的结果
开始
程序一：x=3
X=3,i=4
For i=4 to 6 step 1 Print i,x
循环变量 初值
FOR i=1 TO
终值
3 STEP
步长
1
PRINT “*”
循环体
NEXT i
循环变量
任务一：根据刚才的学习，能不能总结出FOR循环 语句的语法格式是什么呢
For 循环变量 =初值 to 终值 [ step 步长]
循环体
Next 循环变量
说明：1、一般情况下，FOR和NEXT必须要成对的出现在程序中
循环结构
——FOR/NEXT循环语句
学习目标：
[知识与技能] 1．了解FOR-NEXT循环语句的作用； 2．掌握FOR-NEXT循环语句的格式和执行过程； [过程与方法] 1. 能够读懂简单的程序； 2. 能够列出表格，列出随着循环变量的变化循环体执行的
过程；
3. 通过对循环次数和循环体变化规律的总结，了解FORNEXT循环程序解决简单数学问题的方法；
[情感态度与价值观] 1．进一步培养对程序设计的兴趣； 2．培养认真严谨的学习态度。
复习：下面的程序段执行的什么功能？如
果我们要用程序显示3行*号，怎么处理？
Private Sub Form_Click( )
Print “*”
End Sub
Private Sub Form_Click( )
Print “*”
Print “*”
？
Print “*”
End Sub
思考：如果我们要显示1000行 “*”，是不是要加1000个 Print “*”语句呢？
探究新知：
那么有没有一种更好的方法来解决上面的这类问题 呢？
Private Sub Form_Click( ) Print “*” Print “*” Print “*”
我要飞得更高， 我能飞得更高， 只要我们天天循环好习惯。
5、有时需中途退出循环，这时用EXIT FOR命令
对比上述两种结构程序，大家稍作修 改，实现打印1000行“*”的程序
Private Sub Form_Click( ) Print “*”
End Sub
Private Sub Form_Click( ) For i=1 TO 3 Step 1 Print “*” Next i END Sub
2、循环变量：由自己定义，但前后须保持一致
3、初值、终值、步长：可以为整数、小数、正数、负数， 也可以为变量、数值表达式；如果步长是1，则Step 1可以省略不 写。
4、循环体：实际上就是要执行循环语句相同或相似部分的 代码，可以为一条语句，也可以为多条语句；当然也可无任何语 句，称为空循环；循环体语句序列中可以含有循环结构