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1、基本信息课 题八年级数学下第四章第八节：相似多边形的性质（1）作者及工作单位郭少媛西安市第十九中学教材分析本节课是北师大版八年级数学下册第四章第八节第一课时的内容，此部分是初中数学的重要内容之一，是在学习了相似三角形、相似多边形的基础上，对相似三角形性质的进一步深入与拓展。相似多边形可看作是相似三角形的拓广，相似多边形的性质研究也可看成是对相似三角形性质的进一步拓展研究。另外此节又为下节学习相似多边形的性质等知识奠定了基础，还是今后研究圆中线段关系的有效工具。从新课程对几何部分的编写来看，几何知识的结论较之老教材已经大为减少，教材首要关注的不是掌握多少几何知识的结论，相对更重视的是对学生合情推
2、理能力的训练与培养。从这个角度上说，教材只是将相似多边形的性质作为训练学生合情推理的一个有效素材而已，正因为此，本节课应重视学生有条理的思考及有条理的表达。学情分析从认知状况来说：从七年级到现在，全等三角形，相似三角形等知识板块的探究等活动学生已经经历了一些平面图的认识与探究活动，让学生初步积累了一定的合情推理的经验与能力，感受到了数学的实际价值，同时在以前的数学学习中已经经历了很多合作学习过程，具有了一定的学习经验，具备了一定的合作与交流的能力。对相似多边形的性质的结论，在本内容前面的几小节中又学习了线段的比、相似三角形的性质等概念，具备了学习相似多边形性质的基础技能，对相似三角形性质已有初
3、步的认识和了解，学生是有生活经验与直观感受的，所以本节课要充分尊重学生已有的生活经验的基础上展开富有成效的设计。从心理特征来说，初中八年级的学生逻辑思维从经验型逐步向理论型发展，观察能力，记忆能力和想象能力也随着迅速发展。但同时，这一阶段的学生好动，注意力易分散，爱发表见解，希望得到老师的表扬。所以我认真创设教学情境，实施分组教学，让学生以小组为单位，让学生来主动探究，从而激发学生的的学习兴趣，培养学生的逻辑分析能力，让学生感受到数学的美。文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2
4、T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3
5、文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:C
6、J10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M
7、6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2
8、HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F
9、5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10
10、 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3教学目标1、知识与技能目标：（1）相似三角形对应高的比，对应角平分线的比和对应中线的比与相似比的关系.（2）经历探索相似三角形中对应线段比值与相似比的关系的过程，理解相似多边形的性质.（3）利用相似三角形的性质解决一些实际问题.2、过程与方法目标：采用分组教学的模式，让学生以小组为单位自主讨论探究，打开学生思维的大门，体验
11、知识发生过程就是学生思维发展的过程。通过探索相似三角形中对应线段的比与相似比的关系的过程培养学生分析问题，解决实际问题，读图分析、收集处理信息、团结协作、语言表达的能力，初步培养学生运用知识的能力，加强理论联系实际的能力。3、情感、态度与价值观目标：积极营造亲切和谐的课堂氛围，激励全体学生积极参与数学活动，让学生在经历与组员一起发现问题，探索规律的过程中感受探索的乐趣和成功的体验，体会数学的合理性和严谨性，体会与他人合作交流的快乐和重要性，进一步培养学生团结协助，严谨求实、合作交流、勇于创新的精神。教学重点和难点教学重点：1.相似三角形中对应线段比值的推导.2.运用相似三角形的性质解决实际问题
12、.教学难点：相似三角形的性质的运用。文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10
13、 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2
14、T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3
15、文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:C
16、J10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M
17、6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2
18、HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3教学过程教学环节教师活动预设学生行为设计意图知识回顾1、相似三角形的判定方法有哪些？2、什么叫做相似比？3、如果两个三角形相似，那么
19、它们的边和角各有什么特性？采取小组积分形式，让学生积极发言。既回顾旧知，又为后面运用知识作好了准备，也有利于引导学生顺利地进入学习情境。创设情境,探究问题老师对每小组的结果进行评价总结，并相应的给钳工小王准备按照比例尺为 35 的图纸制作三角形零件，图纸上的 ABC 表示该零件的横断面ABC，CD 和 CD分别是它们的高.（1）BAAB,CBBC,CAAC各等于多少？（2）ABC 与ABC相似吗？如果相似，请说明理由，并指出它们的相似比.（3）DCCD等于多少？你是怎么做的？与同伴交流.每小组 派代表回答探究出来的答案，回答正确 为 本 组 积 十分，其他小组可以补充，补充完整的小组可获得更多
20、的分值。通过创设问题情境,吸引学生的注意力，激发学生主 动 学 习 的 欲望，营造一个让学生主动思考、探索的氛围。同时培养了学生的语言表达能力和抽象思维能力教师放手学生，把 课 堂 还 给 学生，真正体现学生的主体地位。小 组 积 分 的 形式，使每一位学生参与课堂融入课堂，让每一位学生体验到学习数学的乐趣，找到自信。文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S
21、8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV
22、4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X
23、7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 Z
24、O9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4
25、R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档
26、编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ1
27、0H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3探索研究总结规律相似三角形对应高的比、对应角平分线的比和对应中线的比都等于相似比.小组探究，总结出相似三角形的性质在学生小组讨论、归纳、展示结论的过程中，培养学生归纳和概括的能力，同时也培养学生口头表达能力。新知反馈1 两个相似三角形的相似比为1:2,则对应高的比为_,则对应中线的比为_.2两个相似三角形对应中线的比为1:4，则对应高的比为 _.3、ABCABC，BD 和 BD是它们的对应中线，已知相似比 3:2，BD=4cm，求 BD 的长.
28、学生练习，小组选派代表发言，做正确的为本组加分通过课堂跟踪反馈，达到巩固 提 高 的 目的，进一步渗透建模思想范例分析如图，AD是ABC的高，四边形 EFGH 是正方形，FG在 BC边上，若 BC=60cm，AD=40cm，求正方形 EFGH 的边长。学生思考分析引导突破难点，要求使学生能用相似三角形对应高的比等于相似比的性质来解决生活与生产中的实际问题A E B H F C G I D 文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV
29、4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X
30、7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 Z
31、O9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4
32、R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档
33、编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ1
34、0H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S
35、8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3应用新知如图,ABC的边 BC=30cm，高 AD=20cm，矩形 FGHI的一边 HI 在 BC上，其余两个顶点 F、G分别在 AB、AC上.且 GH=2FG，求 FG的长.独立思考之后，小组探究，学生板演练习的题型与例 题 完 全 相同，主要是为了通过课堂跟踪反馈，达到巩固提高的目的，进一步渗透建模思想。也遵循了巩固与发展相结合的原则。让学生板演，一是为 了 暴 露 问
36、题，二是为了规范解题格式和结果。总结反思感悟收获本节课你有什么收获呢？学生总结，感悟收获总结本节课本组和自己的表现，并总结各组积分。学生可以通过知识性内容的小结，把课堂教学内容尽快转化为学生的素质；另外可以引导学生感悟生活或其他方面，陶冶学生情操。板书设计4.8 相似多边形的性质（1）一、相似三角形的性质：相似三角形的对应高的比，对应角平分线的比和对应中线的比都等于相似比。二练习及例题三、总结收获。IHGACBDF文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ
37、10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6
38、S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 H
39、V4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5
40、X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10
41、ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T
42、4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文
43、档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3课后反思相似图形是继全等之后集中研究图形形状的内容，是对图形全等内容的进一步拓广和发展。本节相似多边形的性质其实主要研究相似三角形的性质，它有前面已学相似三角形的定义判定和相似多边形的定义做铺垫，又承接后一节的相似多边形的性质，起到承上启下的作用。所以对学生一定的知识技能和逻辑分析能力有一定的要求。目前教材对几何知识关注的不是掌握多少几何知识的结论
44、，相对更重视的是对学生合情推理能力的训练与培养。从这个角度上说，本节课我更重视学生有条理的思考及有条理的表达。在课堂教学中，我采取了分组教学的模式，让学生以小组为单位自主讨论探究，通过探究相似三角形重要线段的性质，激发学生学习兴趣，发挥学生主体作用，从而也培养了分析概括归纳问题的能力，每个环节采用小组积分能有效调动学生参与，进一步培养了团结协作，合作交流的精神。本节课基本完成了预定的三维目标，体现了学生是学习的主人，体现了教师是数学学习的组织者和引导者，课堂并不应该只是教师的舞台，它更应该是学生展示自我的平台。文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3
45、文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:C
46、J10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M
47、6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2
48、HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F
49、5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10
50、 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2T4R5C3文档编码:CJ10H1M6S8L2 HV4S2F5X7W10 ZO9O2