数学八年级下册第五章 分式与分式方程1 认识分式教案设计

这是一份数学八年级下册第五章 分式与分式方程1 认识分式教案设计，共4页。教案主要包含了复习旧知，情景引入，探究新知，随堂练习，课堂小结等内容，欢迎下载使用。
课题第五章 5.1.2认识分式学 习目 标1.熟练掌握分式的基本性质。2.利用分式的基本性质对分式进行“等值”变形。3.了解分式约分的步骤和依据，掌握分式约分的方法。重 点难 点重点：分式的基本性质。 难点：利用分式的基本性质约分。教法选择合作探究法课型新授课课前准备多媒体课件是否采用多 媒 体是教 学时 数2  课时教学时数第 2 课时备课总数第   课时教学设计思路及其意图本节课研究分式的基本性质，设计思路是：类比分数—明晰性质—理解应用—归纳提高。首先用与分数类比的方法得到分式的基本性质；其次，通过例题教学—运用分式的基本性质进行分式变形和约分；再次，让学生通过交流体会分式化简的要求，这样的设计更有助于学生对本节课知识的理解。课  堂  教  学  过  程  设  计教学内容教师活动学生活动一、复习旧知复习分数的基本性质．问题：的依据是什么？1、                    叫分式.2、对于任意一个分式，当        不为0时，分式有意义.3、当分式的       为0，而        不为0时，分式的值为0.4、分式的基本性质：                .5、                 叫做约分.6、             叫做最简分式.二、情景引入通过对上题的回答，寻求两者之间的联系．与同伴讨论交流，从而归纳出分式的基本性质：分式的分子和分母都乘（或除以）同一个不为0的整式，分式的值不变．    问题：你认为分式与相等吗？与呢？ 引导学生学习分式的基本性质。  引导学生观察分析，并得出结论.  引导学生复习分式的约分.回忆分数的基本性质。  通过观察，类比，推理出分式的基本性质  加深对分式的基本性质的理解和应用 教学内容教师活动学生活动三、探究新知例1、下列等式的右边是怎样从左边得到的?（1）        （2）    例2、化简下列分式：（1）                 （2）     下列等式的右边是怎样从左边得到的? （1）        （2）     四、随堂练习1．填空（1）   （2）2．化简（1）            （2）3.化简求值： (1);(2)议一议在时，米仓和阿呆出现了分歧，米仓认为=，而阿呆认为=，你对他们的做法有何看法?与同伴交流．最简分式：分子和分母没有公因式，这样的分式称为最简分式．五、课堂小结：这节课你有哪些收获？  教师行间巡视。     教师巡视，引导学生根据分式的基本性质做题.       引导学习最简分式，规范书写.   引导学生小结.   检查对分式的约分的掌握情况，对于错误及时指出并纠正．   运用分式的基本性质解决问题.并发现自己的不足.及时更正.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  理解最简分式.      学生谈半节课的收获。作业设置 教学反思 等级评价（A/B/C/D） 检查签阅第  周，应备    课时     实备    课时，共      课时评价：               时间：                 签查（盖章）：