The teaching content of "direction and position" teaching plan 1 for primary school mathematics;
Compulsory Education Curriculum Standard Experimental Textbook (PEP) Mathematics Volume VI Page 9 1 1.
Teaching objectives:
1, on the basis of identifying eight directions, learn to read simple plane circuit diagram. And can describe the direction of the object with appropriate words.
2. Develop the concept of space in the process of exploring the positional relationship of simple objects.
3. Cultivate students' feelings of loving their hometown and life.
Teaching process:
First, create situations and introduce dialogues.
Teacher: Where do children like to go with their parents on weekends? In what way?
Health: By bus.
Teacher: Every bus has a certain route. What should I pay attention to when taking the bus?
Health: Let's see if the car has passed where we are going.
Health: Let's see if the car is going in the same direction as us.
Student: Let's see how many stops we have to take before getting off. ...
Teacher: We should understand what everyone said. Today, the teacher took everyone to the Pan-Ocean Carnival. Which bus can we take? First, learn how to know the route. (Presentation topic: Know the route)
Second, independent exploration and group cooperation to solve problems.
Introduction: The teacher shows the road map.
North Exhibition Center (Carnival)
Yefengzhai
Xiamen University
Xiadaxi village
Huangcuo
Xiamen University Hospital Hu Lishan Zeng Cuo An Village Primary School Baishibao
Know the route of bus no.29.
Teacher: With this road map, you will soon know which direction each site is in the school. Who can tell me?
Health: Huli Mountain stands in the west of the school. ...
Teacher: Children, watch carefully. Can you tell me the route of bus No.29 in the group?
Depart from Xiamen University and go to ...
First, guide the students to talk in groups, and then communicate with the whole class.
Teacher: Who can tell me the route from which station you want to leave to which station?
Please tell some students their driving directions.
3. Show the guide map of the Pan-Ocean Carnival.
4. Teacher: We took the No.29 bus to the Pan-Ocean Carnival. There are many amusements here. Who can tell us what recreational activities are available?
5. Which amusement project do you like best and where is it in the amusement park? Please speak in the group.
The teacher asked: Where is the adventure Troy in the mysterious palace?
What is the earth-shattering direction of action movies? Students call the roll to answer.
Next, the students ask questions and answer them by name.
6. Children are really smart. I have another request here: I want to play earth-shattering, fantasy riddles, pirate ships and adventure wooden horses from the entrance, and then go home from the exit. Where should I go first, and then? Please help me arrange a route.
A) Work together at the same table to complete the road map.
B) Introduce the road map by name.
C) collective evaluation.
Third, consolidate the exercises:
1. Read the ninth page of the textbook by yourself. Talk about the problems in the group and let the students in the group comment.
Fourth, the class summary:
The children learned new knowledge today. What are you most interested in today? Why?
The teaching goal of "direction and position" teaching plan 2 in primary school mathematics;
1. In combination with real life, learn to distinguish the other three directions according to a given direction: east, west, south and north.
2. Let the students know the direction on the map and look at the simple road map.
3. Feel the close connection between mathematics and daily life, and cultivate the interest in learning mathematics.
4. Through the study of this course, students can feel the close connection between mathematics and life, experience the fun of learning and using mathematics, and stimulate their enthusiasm and interest in learning.
Teaching emphases and difficulties:
Under certain circumstances, you can identify the other three directions according to the given direction, and you will see a simple road map.
Teaching aid: small blackboard notes (printed)
Teaching process:
Talk before class: Today, the teacher came to Liang Shi for the first time to finish primary school. Who can help the teacher? Introduce the campus and learn about the buildings in the east, west, north and south of the campus. I have some understanding, thank you for your introduction.
First, the small game before class, lead into the new lesson (review the southeast, northwest, stand up, point and say)
Now in class (teachers and students stand up to say hello), let's have a small competition to see which team's students respond quickly, answer fluently and simply. Are you ready? Think about it, what direction are you facing now? One more question: What's your direction? Why do teachers ask the same question, but your answers are different? In this lesson, let's study the direction and position. (blackboard writing)
Second, contact with reality and explore independently.
1. Just now, my classmates introduced me to the campus. I also found several buildings. Do you know which direction it is on campus? (Toilet, playground, science and technology building canteen) (southeast, southwest, north and south) From your current position, which direction is it? Look from your front, back, left and right?
Please do me another favor in order to let me know more about the campus. Fill in the four buildings in the campus on the map sent to you by the teacher before class and make a plan. Take advantage of your existing experience and start to do it independently. (Students independently complete the floor plan, and teachers patrol and guide)
3. Ask three students to perform different result boards on the blackboard, and ask the students to explain why they do it, and explain which direction they are facing and what building it is. Behind? Left? Right? Turn around and demonstrate the three directions of the small blackboard, and mark the directions. Put the small blackboards together after the demonstration. )
Students' plans are all reasonable, but why are they different? The same campus has different floor plans. What do we do? So we must unify the rules. In the world, when people draw or plan, it is stipulated that they should press North, and the following should be (students say the teacher wrote it on the blackboard in the middle). When drawing in the future, they must press this position. Then press these four buildings on campus on the orientation map. Which floor plan meets this standard? In order to see more clearly, add a direction sign.
5. How can these two pictures be revised to meet the standard? (Rotation, also marked with direction marks. )
Third, practical application.
1. A real little plan
What do you know about the school through this picture?
Make a plan for the surrounding environment of the school.
Teacher: Students can make a plan in their spare time. Investigate the situation around the school? Write them on another piece of paper and make a plan.
Blackboard Design: Introduction
The teaching goal of "direction and position" teaching plan 3 in primary school mathematics;
1. Make students learn to describe a simple walking route with the knowledge and methods they have learned, and determine the position according to the plan.
2. Make students further understand the application value of the method of determining the position of objects by direction and distance, and enhance their consciousness and ability to describe the spatial relationship in the real world by mathematical methods.
Teaching focus:
Determine the position of the object on the plan according to the direction and actual distance.
Teaching difficulties:
Describe a simple walking route with the knowledge and method of determining the position.
Teaching process:
First, introduce a conversation
Question: Students, how do you usually come to school? If the teacher comes to your home from school, can you tell the teacher how to get there? Who will say something?
Students talk about the route from school to home.
Dialogue: Through the students' narratives, some students' teachers know how to get there, because he made it clear that some students' teachers don't know how to get there yet, but it doesn't matter. Through the study of this class, I believe you will let the teacher find your home according to your narrative. (Title on the blackboard: Describe a simple walking route)
Second, the new interactive award.
1. Show Example 3 on page 52 and try to describe the walking route.
Teacher: This is the plan of some streets near Li Wei's home. Please observe carefully. What mathematical information do you find from the picture?
Students may answer like this.
(1) There are supermarkets, street gardens, hospitals and nursing homes near Li Wei's home.
(2) Dagang Primary School is in the north of the nursing home.
(3) The hospital is 60 degrees and 240 meters east of the supermarket.
The teacher asked the students to tell the position relationship in the whole picture as much as possible.
Teacher: The students have found so much mathematical information from the pictures, so can you tell me the walking direction and distance of Li Wei from home to Dagang Primary School?
Student exchange.
Report preset
Health 1: Go east to the supermarket, turn left through the exhibition hall to the bookstore, and then turn right to the school.
Student 2: First walk east to the supermarket, then north to the bookstore, and then east to Dagang Primary School.
Health 3: Go east to the supermarket, northeast to the hospital, and north to Dagang Primary School.
Health 4: Go east to the supermarket, northeast to the hospital, and north to Dagang Primary School.
Teacher: Can you look at the picture and tell me where the hospital in Dagang Primary School is?
Where is the supermarket in the hospital?
(1) Say it yourself.
(2) In a group, group members correct each other.
(3) the whole class reports and exchanges.
After reporting by name, the whole class commented: What's the applause? What needs to be revised?
Note: Different narrative methods are allowed in reporting and communication.
2. Tell me about Li Wei's walking route home from school. (practice)
(1) What are you trying to say? Say it alone.
(2) Talk in the group and the members of the group will comment.
(3) the whole class reports and exchanges.
Third, consolidate the practice.
1. Exercise 9, question 7.
Students calculate independently.
2. Exercise 9, question 8.
Show the plan of Lijiaqiao Primary School and ask the students to describe the walking route.
3. Exercise 9, Question 9.
(1) Show the floor plan of Question 9.
Point out: this is the route map of bus No.5 somewhere.
(2) Look at the picture and tell me where the No.5 bus passes.
Can you tell me the route of the No.5 bus?
After each exercise, talk in the group and then guide the communication in the class.
Fourth, expand the exercise (exercise 9, 10)
Where is your school? What clearly marked places do you pass on your way from home to school? Can you tell me your route to school?
Verb (abbreviation of verb) class summary
Tour guide's summary: When describing a simple walking route, you should be clear about the direction, and if there is a distance, you should also be clear about the distance, and describe every point on the way one by one to avoid repetition or omission.
Classroom assignment of intransitive verbs
Supplementary exercise: 4 1 page
The teaching goal of "direction and position" lesson plan 4 in primary school mathematics;
(1) Make students know the four directions of east, south, west and north, cultivate students' awareness of distinguishing directions, and further develop the concept of space.
(2) According to the specific situation, we can use a given direction to identify the other three directions, and we can use these words to describe the direction of an object.
(3) By allowing students to speak, draw and move, students' ability to recognize and identify the four directions is strengthened, and the position of objects can be flexibly determined according to the directions.
(4) Integrate rich life materials into teaching, create vivid and interesting situations, cultivate students' ability to think from multiple angles and appreciate the diversity of problem-solving strategies.
Teaching focus:
Distinguish the east, south, west and north directions, and use these words to describe the direction of objects.
Teaching difficulties:
Under certain circumstances, the other three directions can be determined according to the given direction.
Teaching AIDS:
Campus situation map, multimedia courseware.
Teaching process:
First, connect with reality and introduce new courses.
Teacher: shall we introduce the location of the school in the new semester? (Exhibition theme: location and direction)
Teacher: Today we use new knowledge from east, west, north and south to help us identify the direction.
Second, contact life and explore independently.
(1) Learn to distinguish between east, west, north and south.
1, looking for mathematics in life
Teacher: In your life, have you ever observed which direction the sun rises?
Teacher: Now sit in the classroom and observe. Which direction can you draw the sun on the blackboard? Name a student to draw, and the teacher indicated that the rising direction of the sun is the east. )
Teacher: From the position of the sun on the blackboard, can you know which side of our classroom is the east? Please face the east.
2, group discussion, cooperative exploration
Teacher: We know the East with the help of the sun. How do we determine the other direction?
3. The game is exciting and consolidated.
(1) Use gestures to indicate orientation.
When the teacher says a direction, the students will quickly point out their fingers (requiring students to master knowledge skillfully and cultivate quick response ability)
(2) turn quickly to determine the position
Teacher: facing north (student: front north, back south, left west, right east)
Facing south (health: front south, back north, Zuo Dong, right west)
Facing the east (health: front east, back west, left north, right south)
Facing the west (health: front west, back east, left south, right north)
(2) Describe the direction of an object with east, south, west and north.
1. Describe what objects are in the classroom in four directions: east, south, west and north?
2. Simulate the scene: tell the location of the object.
Teacher: please invite four students to play in the amusement park in the park. They are the Marine Animal Hall and the Circus Performance Hall.
Dolphin swimming pool, children's film and television hall.
Please ask four students to stand in the east, west, south and north directions respectively, and then ask two students to act as tourists and tour guides respectively.
Tourist: Excuse me, how can I get to the Marine Animal Museum?
Guide: Go east.
Step 3 introduce your room
Teacher: Who can tell us how our room is decorated with the orientation knowledge we have learned?
Teacher: Please draw a simple room layout of XXX on paper.
(C) apply what you have learned
Students observe carefully on the playground first, and then introduce each other in pairs.
1. Students use east, south, west and north to describe objects in all directions on campus.
2. Students introduce the direction of objects on campus.
3. A student asks and answers, trying to find the destination according to the given direction.
Third, summary:
When determining the direction, we must first determine one direction, and then determine the other three directions according to the principle of relative east and west and relative north and south.
Teaching Plan 5 Design of the Direction and Position of Primary School Mathematics
design instruction
This lesson reviews the knowledge of direction and position in the field of "Graphics and Geometry". In view of the close relationship between the knowledge of this lesson and students' life, it is difficult to master and apply it. In the teaching design, we should pay attention to the following aspects:
1. Review communication and build a knowledge network.
At the beginning of the class, students' knowledge of the direction and position they have learned is activated through conversation, so that students can organically connect all relevant knowledge points, connecting points into lines and connecting faces into faces, and have a relatively scientific and complete understanding of this part, laying a solid foundation for further learning the knowledge of the direction and position.
2. Create a situation and review and consolidate point by point.
While creating an effective review situation, combined with typical exercises, guide students to gradually analyze the main knowledge points and give feedback layer by layer, so that students can review and consolidate what they have learned in a pleasant atmosphere and gain a successful experience.
3. Contact with life and improve the ability to read pictures.
Pay attention to the close connection between mathematics and students' real life, lead students to connect with reality, review and master the drawing method of simple road map with the help of typical exercises, and further improve their ability to read pictures while comprehensively applying what they have learned to solve problems.
Preparation before class
Teachers prepare PPT courseware
teaching process
Establishing knowledge network
Design Description of Teaching Plan 6 on the Direction and Position of Mathematics in Primary Schools
Mathematics curriculum standard advocates independent exploration, cooperative communication and practical innovation in mathematics learning, and emphasizes providing students with opportunities to participate in mathematics activities and exchanges based on life experience and existing knowledge background. To this end, this lesson provides students with realistic and interesting mathematics learning contents and learning forms, which are embodied in the following aspects:
1. The lead-in part asks, "What is your route from home to school?" This practical problem embodies the principle that mathematics comes from life. Using the things around students to create learning situations can stimulate students' interest in learning.
2. When learning something new, ask students to describe it according to the road map first, and then comment according to the students' description. The whole process takes students as the main body and students' description as the main axis, giving full play to students' main role.
3. By describing and drawing a simple road map, students can master the method of drawing a road map, which not only cultivates their practical ability, but also deepens their understanding of the principle that mathematics comes from life and serves life.
Preparation before class
Teachers prepare PPT courseware learning test cards
Students prepare drawing tools, such as rulers and protractors.
teaching process
View import
1. Say, what is your route from home to school?
2. Students, what information do you need to know to describe the location relationship between two cities on the map? (Determine which city is the observation point, determine the direction relative to another city, and determine the distance between the two cities)
Design intention: Using the things around students to create learning situations is conducive to stimulating students' interest in learning.
Explore new knowledge
The courseware shows a 22-page textbook, Case 3, Situation Diagram. (Remove the angle and distance in the figure)
1. Organize students to observe the "Typhoon Movement Roadmap" and tell us what information you can get from it. Can you briefly describe the typhoon movement route? You can know the direction of typhoon movement from the picture, but you can't describe the route of typhoon movement in detail, so you need to supplement two conditions: angle and distance
2. Describe the moving route of typhoon with direction and distance. (Complete the road map)
(1) subsection description.
Teacher: Let's talk about direction and distance. After the typhoon is generated, which direction will it move first? How many kilometers have you moved? (Students report after the exchange: After the typhoon is generated, first move 540km due west. )
Teacher: How does the typhoon move? How many kilometers have you moved? Where did it move? The typhoon changed its direction and moved 600 kilometers to the northwest, reaching City A.
Follow-up: Can you tell me how the typhoon moved to City B? (The typhoon changed its direction again, moving 200 kilometers to the northwest 30, and reaching City B)
Teacher: How did the typhoon move after it left B city? (The typhoon moved westward100km, leaving City B)
(2) Summarize the description method.
Teacher: Did you get anything from the above inquiry?
preinstall
Health 1: It is found that you can draw a cross direction mark with the observation point as the center.
Health 2: I find it necessary to "read it three times" when describing the road map: look at the starting point, where is it? Find; Second, look at the direction, where is it biased? Take a look; Third, look at the length. How far has it come? Expressed in unit length.
(3) General description.
Teacher: Who can connect these routes? (Students exchange and cooperate at the same table, and then the whole class reports the exchange.)
3. Summary: In the motion road map, the observation points are constantly changing, so it is necessary to re-determine the direction signs according to the changes of the observation points and observe the position of the objects.
Design intention: Through cooperative learning, give full play to students' main role, experience the process of mastering knowledge, change passive learning into active learning, and develop good study habits.
Application feedback
1. Complete "Doing" on page 22 of the textbook.
(1) Group operations according to the contents of class activity cards.
(2) Show and evaluate the works.
2. Fill in the blanks according to the given road map.
Primary school mathematics "direction and position" teaching plan 7;
Example 2, Example 3 and Exercise
Teaching objectives:
1, let the students know the direction on the map.
2. Let the students look at the simple road map and describe the walking route.
3. Further cultivate students' concept of space.
Key points and difficulties:
Let the students learn to look at the simple road map and describe the walking route.
Teaching preparation:
Self-made courseware
Teaching process:
First, review.
1. Report the orientation after class.
2. Talk about the east, west, north and south in the classroom and campus.
Second, explore new knowledge.
(A) Teaching Example 2
1. Observe the campus map on page 3. Can you draw a schematic diagram of the campus? How to draw so that others can understand the direction?
Students draw pictures together on the same table.
3. Exchange report: Show various scenes drawn by students.
Please observe these different diagrams. what do you think? There is no uniform standard, it's too messy. )
5. In order to facilitate communication, the map is usually drawn according to "upper north and lower south, left west and right east". Now, can you draw a schematic diagram according to this requirement? And pay attention to the direction marked "North".
6. Students independently draw a schematic diagram of "up north, down south, left west, right east".
(2) Teaching Example 3
1, look at Figure 3. How did you find the "north" edge? (Mark on the picture)
2. What are the two children doing?
3. How to get to the Children's Palace? Please point out the road map by hand first, and look at each other at the same table. Is that so?
Step 4 talk to each other at the same table
How to get to the gym? How to get to the hospital? How to get to the store? How to get to the cinema?
Third, consolidate the practice.
1, identify the direction on the map: (courseware)
Step 2 do this
Look at the picture and learn "North". Practice pointing according to "Up North, Down South, Left West, Right East".
Fourth, comprehensive exercises.
1. Observe the square map on page 2. Please point out the east, west, north and south according to the schematic diagram.
Can you tell me which building is on which side on this square map?
3. Question 3 on page 6 and question 4 on page 7: Observe the map of China and find out the "Five Mountains" first. Now I tell you, Zhongyue is Songshan Mountain. Can you tell me which mountains are "Yue" according to this? Compare, who is right and who is wrong! Comment.
4. Guide students to read: Do you know?
Verb (abbreviation of verb) summary.
VI. Layout Preview
1, looking for information about the compass.
2. Find out when you will use directional knowledge in your life.
Blackboard design:
Draw a picture to find the direction.
Go north, south, left, west, right and east to find a position.
Learn to look at the road map and say the route.