Excellent Teaching Reflection on Plane Cartesian Coordinate System 1 Plane Cartesian Coordinate System is the basis for students to transition from number to shape, which belongs to geometric modeling in mathematical modeling. Therefore, in order to make students better understand this abstract concept, teaching begins with students' autonomous learning. Students start with setting questions, describe the position of points in the plane, use questions to lead out knowledge and enter the course. In teaching, open questions are used to train divergent thinking, and closed questions are extended to students' lives to enhance their inquiry consciousness.
In the whole teaching process, the small blackboard and multimedia are comprehensively used to teach students how to solve mathematical models and establish a thinking mode to solve mathematical problems, so that students can learn from problems. This is a teaching method that I think can be used in future teaching. The teaching of this course is based on the creation of problem situations, closely linking the originally boring plane rectangular coordinate system with real life, and learning knowledge in solving practical problems; Based on the discovery and development of knowledge, students can understand the necessity of establishing plane rectangular coordinate system in situational problems and apply it to analyze and solve practical problems; Education based on knowledge and emotion, while teaching knowledge, we should educate students on ideals and outlook on life before the end of this class. In teaching, we strive to cultivate students' inquiry ability, guide and inspire students to explore and learn independently through the design of problem situations, and summarize and feedback in time, in order to embody the new curriculum concept from many angles.
In teaching, our habit is to "educate students with questions"-let students enter the classroom with questions and leave the classroom without questions, and in teaching, "ask what they know". Through the teaching of this class, I think it is more important for students to ask a question than to solve it. Teachers should not only let students walk into the classroom with questions, but also let students walk out of the classroom with more questions, so as to stimulate students' awareness of problems in the classroom, deepen the depth and breadth of problems, and let students strive to form their own ability to solve problems.
The consolidation exercise in this class is designed with new questions and new knowledge, which makes students' study and practice closely linked. Judging from the teaching effect, it is not bad. In teaching, I designed four groups of exercises, mainly:
① Find coordinates;
2 find some;
③ Symbol of the midpoint of quadrant;
④ Comprehensive application.
In practice, especially the first three exercises are the focus and difficulty of this class. In the classroom, use the students' seats to establish a plane rectangular coordinate system, and let the students tell the coordinates of their own positions. Let all students participate in the activities, which not only enlivens the classroom atmosphere, but also enables students to deepen their understanding of the coordinates and characteristics of the experience point.
This course adopts the teaching process of "creating situations-asking questions-solving problems-applying and expanding". This course not only enables students to acquire knowledge from books, but also shows the process of knowledge formation and understanding, as well as the relationship between various kinds of knowledge, helping students to form a knowledge system, improve the cognitive structure and expand the application of knowledge. This kind of teaching not only enables students to understand the learning content, but also enables students to master the learning methods and better use what they have learned to solve problems.
There are still some shortcomings in the teaching process of this course:
1. In the whole teaching activity, teachers should properly carry out "one topic is changeable" and "one method is multi-purpose". This will help students get rid of fixed thinking, form the habit of analyzing problems from multiple angles and aspects, and cultivate the broadness and innovation of thinking. For the examples and exercises listed in the textbook, it is necessary to take the topic as the carrier to explain that the conditions of the test questions are strengthened, the conditions are weakened, the conclusions are open, the conclusions are changed, and the connections and differences with other test questions will reflect the knowledge value and educational value of the test questions, so as to achieve the effect of doing one question and doing one type of test questions.
2. Set up thinking questions for the follow-up research. They are set by combining the different coordinates of different points in the rectangular coordinate system established in the next lesson. In multimedia courseware, the rectangle is moving, but after the lecture, teachers have different views. Some teachers suggested moving the coordinate system. After after-class teaching thinking, it is found that moving coordinate system can make students feel the coordinate changes of points in different coordinate systems.
3. The coordinate characteristics of points on the number axis are not strengthened enough, and the teaching content is slightly larger, and some of them are loose before and tight after.
Reflections on the Excellent Teaching of Plane Rectangular Coordinate System Part II "Plane Rectangular Coordinate System" is relatively easy to teach, and there are many conceptual knowledge in the course, which is relatively easy to arrange, so it is the key to a good class to arrange various knowledge points and connections reasonably.
This lesson mainly focuses on the steps in the book, teaching the knowledge about rectangular coordinate system, introducing the rectangular coordinate system by determining a point P on the plane, and expounding that the position of a point on the plane should be expressed by a pair of ordered real numbers, that is, the coordinates of the point. This process not only enables students to understand the related concepts of rectangular coordinate system, but also enables students to understand how to express the position of a point on the plane with coordinates.
My practice in this course is consolidated and given together with new knowledge. If students want to combine study with practice closely, they can use it when studying, and the overall effect is not bad.
I designed four groups of exercises, mainly:
① Find the coordinates of a given point;
(2) According to the given special points, the coordinate characteristics of points on the horizontal and vertical axes are summarized;
(3) Ask one student to point out a point on a given coordinate plane, and another student to tell its coordinates. If the answer is correct, this classmate can also ask another classmate to say the coordinates of the point he refers to, and so on;
(4) In practical application, a rectangular coordinate plane is established in the class, and students are required to coordinate their own positions.
This course uses a variety of teaching methods flexibly, including teacher's explanation, discussion, self-study under the guidance of teachers, and organizing game activities. It has aroused students' learning enthusiasm and given full play to students' main role. Through game activities, let students feel the corresponding relationship between points and numbers again, and then rise to rationality, thus breaking through difficulties, and the effect should be good, reflecting the requirements of quality education. Classroom expands students' learning space and gives them full freedom to express their views.
Reflection on the Excellent Teaching of Plane Cartesian Coordinate System Part III According to the teaching design, this lesson mainly reflects on the following aspects:
First, teaching material analysis and the analysis of academic situation.
From the analysis of the whole set of textbooks and this chapter, this section of knowledge is not only the basis for the simple application of coordinate method, but also the solid foundation for the subsequent study of the image of function, the relationship between function and equation, and inequality. Judging from students' cognitive rules, senior one students mainly think in images, and the combination of numbers and shapes to form ideology is the focus and difficulty of this section. On this basis, make reasonable teaching objectives, teaching priorities and difficulties. When setting teaching goals, we should not only pay attention to knowledge and skills goals, but also pay attention to process and method goals, emotional attitudes and values goals, and at the same time pay attention to the breakthrough of the combination of numbers and shapes.
Second, the analysis of teaching methods and learning methods
According to the characteristics of this course, situational teaching method and discovery teaching method are mainly used to stimulate students' desire to explore and activate students' thinking, which fully embodies the combination of teacher-led and student-centered. Present the learning mode of students' independent thinking, independent inquiry and cooperative communication.
Third, the teaching process is scientific
1, create situations and cultivate new knowledge.
Situation 1: guide students to solve problems with the help of the number axis, make students connect with old and new knowledge, conform to the students' cognitive law, and embody the new curriculum concept that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience.
Scenario 2: Starting from the familiar life situation, let students realize the transition from one-dimensional thinking to two-dimensional thinking, at the same time let students feel the close connection between mathematics and real life, and stimulate students' interest and desire to explore.
2. Guide discovery and explore new knowledge.
By setting scenes and asking questions, students can learn about this mathematician and his contribution, thus edifying and educating students about mathematical culture, paving the way for introducing the plane rectangular coordinate system in the next step, and cultivating students' ability of inquiry, cooperation and communication in the activities.
The solution of questions 3 and 4 is the core of this lesson. Teachers' explanation combined with multimedia visual demonstration can better break through the difficulties, make boring knowledge interesting, and at the same time feedback exercises in time, so that students can turn what they have learned into their own skills, thus better achieving the teaching objectives of this class.
3. Practice in layers to consolidate new knowledge.
Through layered practice, every student can use the knowledge he has mastered in this class to solve problems and experience the joy of success. At the same time, according to the concept of "let every student acquire mathematics knowledge within his ability" in the new curriculum standard, different students can have different gains and developments.
4. Summarize knowledge and acquire new knowledge.
On the one hand, review and summarize the knowledge points of this lesson, on the other hand, let students learn to organize their own ideas and develop good study habits. In the whole teaching process, by designing the above four teaching activities, I guide students to start from the existing knowledge, actively explore specific life situations, actively participate in cooperation and exchanges, acquire knowledge, develop thinking, form skills, and at the same time let students feel the fun of mathematics learning.
Fourth, blackboard design.
The blackboard writing design in this section highlights two key points: the three elements that constitute the plane rectangular coordinate system and the coordinate characteristics of points.
Evaluation and analysis of verbs (abbreviation of verb)
The teaching process of this course, based on creating problem situations, turns boring knowledge into interest. Teachers should be good guides of teaching, allowing students to acquire knowledge through independent inquiry and cooperative communication, which embodies the teaching philosophy and teaching law of teacher-led, student-centered and practice-oriented, pays attention to the cultivation of students' ability and emotional education, and embodies the concept of new curriculum standards in many aspects.
Reflection on Excellent Teaching of Plane Rectangular Coordinate System Part IV "Plane Rectangular Coordinate System" embodies the close relationship between plane rectangular coordinate system and the real world, which makes students realize the close relationship between mathematics and human life and its role in the development of human history, and also improves students' enthusiasm and curiosity in mathematics learning activities. Therefore, first of all, we should determine the teaching objectives, teaching emphases and difficulties of this course, and create vivid and intuitive images close to their lives in the teaching process.
"Plane Cartesian Coordinate System" is the basis of students' transition from number to shape, which belongs to geometric modeling in mathematical modeling. Therefore, in order to make students better understand this abstract concept, teaching begins with the actual background of life, and students begin with the problem set and enter this section. In teaching, open questions are used to train divergent thinking, and closed questions adapt to life to increase divergent elements and explore factors.
I create situations:
(1) When the teacher asks questions, he will say, "Please answer the students in X rows and X columns."
A new classmate wants to go to the store to buy stationery, but he is not familiar with this place, so he asks other students the location of the store? Some students asked him to walk 200 meters east and 300 meters north after leaving school.
(3) Xinxiang is located at 4 1.0 north latitude and 8.68 east longitude. What are the characteristics of these phenomena? Are these phenomena related to the mathematics we have studied?
In real life, there are many such examples. Can you give some examples of using a pair of numbers to indicate location in real life? Let the students discuss in groups and communicate with the whole class, which reflects the corresponding relationship between a pair of numbers and positions.
Let the students draw a rectangular coordinate system and establish the corresponding relationship between ordered real number pairs and points on the coordinate plane. Then through practice, let students master the skills of finding coordinates from known points and drawing points from known coordinates, and understand the one-to-one correspondence between points in rectangular coordinate system and ordered number pairs. Through group discussion:
① What are the characteristics of the coordinates of the points on the coordinate axis?
② What are the characteristics of the coordinates of each quadrant?
③ What are the characteristics of points with equal abscissa or ordinate?
④ What are the characteristics of the coordinates of the points on the bisector of the middle angle in each quadrant?
Through the group cooperation and communication in this class, it is found that students are particularly active, and the mutual communication between students gives each student an equal opportunity to participate in communication and display. I am very happy, because the application of "autonomy, cooperation and inquiry" learning method not only expands the space for students' independent development, but also makes students have a strong desire to learn more knowledge and explore deeper problems without telling them what to study as teachers.
However, there are still many shortcomings in the teaching process: for example, there are more knowledge expansion and more details, which makes a small number of slow-accepting students fail to get a good understanding and exercise, and makes me understand the orderly and gradual expansion of knowledge; Sometimes the classroom atmosphere is not active enough; Students' classroom expression ability needs to be strengthened. In the process of teaching, it may be too high for most students to ask students to understand the thinking method of mathematics, understand the value of mathematics and sublimate their emotions in just a few minutes in class. The effective way is to combine in and out of class, and assign relevant learning tasks to students before class, so that students have enough time to think.