Tisch
I. Textbook The teaching content of this course is the experimental textbook of compulsory education curriculum standard published by Beijing Normal University, the first volume of mathematics in the second grade of primary school, pages 58-63. In daily life, I have accumulated some perceptual experience by learning the knowledge of east, west, north and south, and through the study in the first school year, I have been able to describe the relative position of objects with up, down, left, right, front and back. On this basis, this lesson allows students to learn to distinguish between east, west, north and south.
Second, the teaching objectives
According to the specific requirements of the new curriculum standards and the teaching content of this class, combined with the actual situation of students, I have formulated the following teaching objectives:
1. Knowledge and skill goal: Understand the four directions of east, south, west and north according to the specific situation, and describe the direction of the object with these direction words.
2. Process and Method Objective: (1) Learn to determine the direction of the plan under given conditions; Learn to look at a simple road map and describe the walking route; (2) Through practical teaching activities, cultivate students' awareness of identifying directions and further develop students' spatial concept.
3. Emotional attitude and values goal: Through activity experience, cultivate students' awareness of loving life and applying what they have learned and the spirit of group cooperation, and feel the close connection between mathematics and real life.
Third, the focus and difficulty of teaching
Teaching emphasis: to understand the four directions of east, west, north and south according to the specific situation, and these directional words can be used to describe the direction of objects.
Difficulties in teaching: Learn to look at simple road maps, describe walking routes, and further develop students' spatial concepts.
Fourth, talk about teaching strategies.
1, learning situation analysis
Students have accumulated some perceptual experience in their daily life, and through the first year of study, they have been able to describe the relative position of objects with up, down, left, right, front and back, laying a solid foundation for the study of this course.
2. Design concept:
(1) Let students learn valuable mathematics.
Teachers use textbooks to teach mathematics instead of textbooks, so as to avoid making students recite boring concepts. This lesson introduces students' interest and chooses valuable teaching content that students are willing to accept as the theme. In the teaching process, students are closely linked with real life, so that students can learn independently.
(2) Cooperation and inquiry to cultivate students' spirit of inquiry.
The new curriculum reform actively advocates cooperative and inquiry learning methods, aiming at enabling students to learn to learn. To realize the transformation of students' learning style, cooperative inquiry is one of the important methods.
3. Teaching methods
In this class, I mainly adopt the teaching method of interaction, cooperation and inquiry, so that students can explore, discover and "re-create" new knowledge freely and openly in limited time and space, according to their own learning experience and with their own way of thinking, through cooperation and inquiry between teachers and students.
4. Speaking and learning methods
Curriculum standards point out that students must change their old learning methods. This lesson tries to embody the guidance of students' learning methods: in specific life situations, let students experience the process of discovering, asking and solving problems, and experience the happiness of exploring success; Through the interaction, exploration and cooperation between teachers and students, we can improve our own ideas and form our own unique learning methods; Improve students' problem-solving ability through flexible, interesting and creative exercises; Solve the problems around you with real life and experience the fun of learning and using mathematics.
5. Teaching preparation: Courseware, each student has a campus plan centered on the playground, and students sit in the east, south, west and north directions of the classroom.
Teaching process of verbs (abbreviation of verb)
(A) exciting conversation, the introduction of new lessons
At the beginning of teaching, let students introduce the scenic spots of Linshan Park and naturally introduce the position and direction of the subject. It not only stimulates students' interest in learning mathematics, but also narrows the distance between teachers and students and enhances the intimacy between students and teachers.
(B) activity experience, learning new knowledge
1, identify the direction
Step 1: Students introduce the way to tell the direction:
Look at the sun and tell the direction. After the students say it, teachers and students talk and do it. Identify the direction with a compass; Look at the leaves in the mountains to tell the direction; Look at the snow and tell the direction; Look at the north star and tell the direction (after the students say it, teachers and students talk and do it). Starting from students' existing knowledge and life experience, let students fully report and exchange the methods of identifying directions in life, and establish connections between the existing knowledge of directions in front, back, left, right, east, south, west and north, so that students can realize that they often use the knowledge of directions in their lives and feel the close connection between mathematics and real life.
Step 2: Introduce the classroom with orientation words, and let the students introduce what the four orientations of the classroom are, so that students can be more familiar with the four orientations of east, south, west and north. [XXJXSJ, CN more notes]
Step 3: Play games, listen to commands and do actions.
Activity (1): the teacher calls the password and the teachers and students act; Students in the east stood up and stamped their feet, students in the west stood up and clapped their hands, students in the south stood up and touched their faces, and students in the north stood up and waved.
Activity (2): Students help the teacher shout the password: students facing west sit, students facing east sit, students facing south sit and students facing north sit. Various forms of game activities, entertaining and entertaining, let students learn by doing. Vivid and concrete teaching situations not only stimulate students' interest in learning, but also make students unconsciously understand mathematics knowledge easily and happily in activities.
Step 3: Guide students to summarize the arrangement rules in the east, south, west and north directions. Let students find out, which is helpful for students to master the relationship between these four directions and cultivate their ability of induction and generalization.
2. Experience the relativity of orientation and identify the direction on the playground.
Because junior two students are in the critical period of the transformation from concrete image thinking to abstract logical thinking, abstract logical thinking is still directly related to perceptual experience to a great extent, and it is still a concrete image with great components. So the teacher led everyone to identify the four directions of east, west, north and south on the playground, and cooperated in groups to see what was in the east, west, north and south, so that students could understand the relativity of east, west, north and south, and the effect was very good.
3. Make a campus plan: Through the cooperation in the group, make a school plan centered on the playground, which not only makes students feel that the campus building layout is reasonable and beautiful, but also lets them know the direction of the school building. In this link, let the students know clearly that the orientation on the map is drawn "up north, down south, left west, right east"
(C) practical application and development of new knowledge
Through flexible, interesting and innovative exercises, look at the simple circuit diagram and answer: Class 2 (1) Wang Xiaohong lives in the dormitory of the municipal government. How can he go home from school? How does Class Two (2) go to the park to see chrysanthemums? Judge the square or supermarket that Mr. Hu is going to; The little guide tried to walk around the scenic spot. Let students apply what they have learned in real life, gain sufficient experience in solving problems, appreciate the diversity of problem-solving strategies, feel the connection between mathematics and real life, and cultivate students' application consciousness and problem-solving ability.
The whole class runs through various activities such as "saying", "doing", "guessing", "walking", "watching" and "drawing", which fully embodies the life of mathematics in the curriculum standards. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. Mathematics teaching must be based on students' existing knowledge.
extreme
First, the teaching material 1, teaching content:
Today, I said that the content of the class is Unit 6 of Book 4 "Understanding of Grams and Kilograms".
2. teaching material analysis:
"Gram and kilogram" is an important content of mathematics quantity and measurement knowledge in primary schools. Students have a perceptual knowledge of the concept of quality in their daily life and established a preliminary concept of quality. In this lesson, to understand the quality unit, students should not only know the name of the quality unit and the progress between units, but more importantly, understand the actual weight of each unit and be able to apply it in real life. In order to do this, I let students know the weight of 1g and 1kg through practical activities such as watching, weighing, comparing, guessing, weighing and speaking, so as to initially establish the concepts of 1g and 1kg. At the same time, let students know that there are various scales in life, which can help us understand the quality of goods.
Second, talk about teaching objectives
Following children's cognitive laws and combining the characteristics of teaching materials, I have set the teaching objectives:
1. In specific life situations, let students feel and know the unit grams and kilograms of quality, and initially establish the concepts of 1 gram and 1 kilogram; Yes 1 kg = 1000 g.
2. Let the students weigh some lighter objects with scales and know how to weigh objects with scales.
3. On the basis of establishing the concept of quality, the consciousness and judgment ability of estimating the quality of objects; Through observation and operation, let students know how to look and weigh, and cultivate their hands-on operation ability.
4. Cultivate students' independent exploration spirit and enhance their life consciousness.
Third, talk about the difficulties in teaching.
According to the objectives and teaching contents, the focus of this course is: to make students feel and understand the mass unit grams and kilograms, and to initially establish the concepts of 1 gram and 1 kilogram; Knowing that 1 kg = 1000 g "Let students weigh some lighter objects with scales" is the difficulty of this lesson.
Four. Oral English teaching methods and learning methods
According to the teaching content and the analysis of students' learning situation, I adopted heuristic guidance, explanation, demonstration and inquiry in teaching. This teaching method not only highlights the leading role of teachers, but also gives full play to students' subjectivity.
According to the students' knowledge base and cognitive law, this course mainly adopts the experimental method to link the knowledge learned with the quality of familiar objects in life. This learning method allows students to learn knowledge through operation, and makes them feel that mathematics is in our life.
Verb (abbreviation of verb) design concept;
Knowing the unit of mass "grams and kilograms" is the first knowledge that students come into contact with. The unit of mass is not as intuitive and specific as the unit of length and cannot be obtained through observation. Based on this situation, I arrange for students to investigate and prepare some school supplies and daily necessities before class, and weigh them, so as to accumulate life experience about quality from middle school students before learning new classes. In teaching, considering students' strong sense of cooperation at ordinary times, in order to let every student participate in mathematics activities.
In the process of designing this lesson, I focus on the following aspects:
First, pay attention to providing students with familiar life situations based on existing experience to help them understand mathematics knowledge.
Establish a preliminary concept of quality for students, so that students can know that the weight of things can not be observed by eyes alone, but must be weighed by hands or scales. Paying attention to students' life experience and existing knowledge experience in the process of mathematics is one of the important concepts in the Standard. At the beginning of the new class, I will create familiar life situations, so that students can feel the weight of objects and lead out quality units, thus stimulating students' interest in learning and making them feel the close relationship between mathematics and daily life.
Second, help students to establish the concepts of 1g and 1kg in various ways.
Gram and kilogram are two basic units of mass. If students form vivid representations of the actual "size" of these two units, they can correctly use them to estimate and measure, and it is easy to grasp the progress between units. Conversely, students can further deepen and consolidate the concepts of these two quality units in actual measurement activities. In order to achieve this mutual promotion effect and help students establish the concepts of 1 g and 1 kg, I have taken some measures like this.
1. Help students to establish the representations of 1g and 1kg through activities. For example, by measuring a binary coin and two bags of 500g salt, students can feel the weight of 1 g and 1 kg by hand; Then ask the students to name the things that weigh about 1g and 1kg in their lives, and help them to establish the representations of 1g and 1kg.
2. Provide students with opportunities to measure objects. For example, explain that "you should know that the weight of goods can be weighed by scales" and introduce some commonly used scales to let students know about measuring tools.
3. Cultivate the awareness of estimation. For example, after students have established the concepts of 1g and 1kg, let them tell which items weigh about 1g or 1kg, and provide them with the practice of estimating first and then measuring, so that students can compare the differences between the estimated results and the actual measured results, thus correcting their own estimation strategies.
Tisso
The lesson "Knowing Rectangles and Squares" is the content of Unit 6 in the second volume of Grade Two of primary school mathematics. I will elaborate from four aspects: teaching material analysis, the choice of teaching methods, the guidance of learning methods and teaching procedures. The first part teaching material analysis
The content of this lesson is to further understand the characteristics of rectangles and squares on the basis of students' preliminary understanding of rectangles and squares. It lays a foundation for studying the perimeter and area of rectangles and squares and understanding the characteristics of cuboids and cubes in the future.
Mathematics curriculum standard advocates the basic mode of "problem situation-modeling-explanation, application expansion and reflection" to show the teaching content, so that students can experience the process of "mathematicization" and re-creation. Therefore, the textbook introduces the understanding of rectangles and squares from the examples in life at the beginning. Then, the textbook creates two situations to guide students to understand the characteristics of rectangles, squares, sides and angles through numbers, quantities, folds and ratios. Then, arrange class activities to consolidate students' understanding of characteristics and further construct the spatial concepts of rectangles and squares. Finally, the textbook arranges some practical, open and challenging exercises so that students can learn to use what they have learned to solve problems.
Teaching objectives:
Knowledge goal: to master the characteristics of rectangles and squares.
Ability goal: to cultivate students' ability of orderly observation and hands-on operation.
Emotional goal: learn to cooperate and communicate with others; Infiltrate the viewpoint of mathematical beauty and cultivate students' emotion of loving mathematics.
Teaching emphasis: Understand the characteristics of rectangles and squares.
Teaching difficulties: group cooperation to explore the characteristics of rectangles and squares.
Teaching aid preparation:
Computer software, physical projectors, sticks, rectangular pieces of paper, square pieces of paper, triangles,
straightedge
Learning aid preparation:
Stick, rectangular paper, square paper, nail board, triangle board, ruler, experimental report.
The second part is the choice of teaching methods.
"Mathematics Curriculum Standard" points out: "Effective mathematics learning activities can not only rely on imitation and memory, but also practical, independent inquiry and cooperative communication are important ways for students to learn mathematics". Therefore, the main form of this class is group cooperative learning, and the main learning methods are "hands-on practice, independent exploration and cooperative communication". Follow the cognitive law of (from) perception → (through) representation → (to) generalization, so that students can master knowledge in inquiry communication.
The third part is the guidance of learning methods.
1. Guide students to operate, observe, explore and communicate in an orderly manner by counting, measuring, folding and comparing, and discover the characteristics of rectangles and squares.
2. Turn static teaching materials into dynamic teaching contents, so that students can think, observe and analyze, and truly master the characteristics of rectangles and squares.
Part IV Teaching Procedures
According to the requirements of the new curriculum standard, combined with the actual situation of students, the teaching materials are analyzed and the teaching methods and learning methods are reasonably selected.
On this basis, I designed the teaching process of this lesson as follows:
First, create situations and introduce new lessons.
As soon as the class started, I said to the students: Children, in our life, there are many graphics to dress up our study and life. Look, this is our new classroom. How beautiful! Do you know which objects have square faces and which objects have rectangular faces? After observation, students will say that the surfaces of blackboards, desks and platforms are rectangular; The clock face and floor tiles are square and so on. At this time, I said to the students: children are really amazing! Rectangles and squares can be identified, so what are the characteristics of rectangles and squares? This is what we are going to discuss today. Then it naturally leads to the topic-the understanding of rectangles and squares. Then explain the learning goal of this lesson: through this lesson, we are required to master the characteristics of rectangles and squares.
The design of this link makes use of students' familiar objects, is close to students' life, allows students to experience mathematics everywhere in their lives, stimulates students' interest in learning, and creates a good environment for later exploration and learning.
Second, independent exploration, cooperation and exchanges.
1. Ask each group to choose the required materials in the learning tool and start to study the characteristics of rectangles and squares. Ask the team leader to do a good job of division of labor and record the research results in the experimental report.
difficult position
A rectangle has () sides,
There are () corners () on the opposite side, all of which are () corners.
A square has () sides,
Each side () has () angles, all of which are () angles.
When the students started their activities, I visited the students for guidance and encouraged them to choose different materials and aspects for research. Students can also visit other groups and learn to communicate.
3. Panel report.
Let each group report their own experiments. When reporting is required, the selected experimental materials, methods and research results should be clear. In order to let students better grasp the characteristics of rectangles and squares, here I guide students to report from two aspects.
The first is to discuss the characteristics of edges. Students' reports may have the following situations:
The first case: when doing the experiment, students choose rectangular pieces of paper, square pieces of paper and a ruler.
Through calculation, it is found that both a rectangle and a square have four sides.
Measured with a ruler, it is found that the two opposite long sides of a rectangle are equal in length and the two opposite short sides are equal in length. All four sides of a square are the same length.
At this time, I guide students to observe the two long sides and two short sides of a rectangle, and their positions are just opposite, so we call them opposite sides. The conclusion is that the opposite sides of the rectangle are equal.
In the second case, students choose rectangular pieces of paper and square pieces of paper when doing experiments.
When studying rectangles, they are obtained by folding paper. Students fold like this:
Fold it up and down first, and find that the upper and lower sides of the rectangle overlap, indicating that the two sides are equal in length.
Fold it in half again and find that the left and right sides of the rectangle overlap, which means that the left and right sides are also the same length.
It is concluded that a rectangle has four sides and the opposite sides are equal.
When studying a square, students fold it like this:
Fold the square paper obliquely first, and then fold it obliquely. It is found that all four sides of the square overlap, which means it is positive.
All four sides of a square are the same length.
The third situation: students choose the nail board.
By counting squares, it is found that the long side of a rectangle occupies 6 squares and the short side occupies 4 squares. All four sides of a square occupy five squares. Explain that the opposite sides of a rectangle are equal and all four sides of a square are equal.
……
When the students finish the report, I can think of many ways to discover the characteristics of rectangles and squares.
Give affirmation and praise, and sum up with the students that a rectangle has four sides and the opposite sides are equal. All four sides of a square are equal. (Summarize and write on the blackboard)
Then discuss the characteristics of the angle, the student's report may also have the following two situations:
The first case: when students do experiments, they choose rectangular pieces of paper, square pieces of paper and triangular plates.
Through calculation, it is found that both a rectangle and a square have four corners.
Then compare the right angles of each corner of the triangle, and find that all four corners of the rectangle are right angles, and all four corners of the square are right angles.
The second situation: when doing experiments, students also choose rectangular pieces of paper, square pieces of paper and triangular plates.
Through calculation, it is found that both a rectangle and a square have four corners.
Use the right angle on the triangle to measure a corner of the square and rectangular paper, which is the right angle, and then fold the rectangular paper in half and then fold it in half. It is found that the four corners overlap, indicating that all four corners are right angles. A square is also a paper folded in half, and then folded in half. It is found that the four corners overlap, which means that the four corners are also right angles.
……
After the students reported, I concluded with my classmates that all four corners of a rectangle are right angles, and all four corners of a square are right angles. (Summarize and write on the blackboard)
The design of this link allows students to explore the characteristics of rectangles and squares in groups and then collect them.
On the one hand, journalism embodies the uniqueness of mathematics, and I create equal opportunities for every student to learn and participate; On the other hand, students have experienced the generation process of rectangular and square features, and cultivated the consciousness of independent exploration and cooperation and communication. At the same time, let each group show and exchange their research results and experience successfully, so as to build confidence in learning mathematics well, which can make the goal of emotional mathematics be implemented.
Third, application expansion.
The basic idea of mathematics curriculum is to make mathematics education for all students, so that everyone can get the necessary mathematics and different people can get different development in mathematics. Therefore, the exercise design of this course pays attention to three characteristics: hierarchy, pertinence and flexibility, which are divided into basic exercises and extended exercises.
1, basic exercise
(1) Weiwei
As shown in the figure below, the nail plate is surrounded by rectangles and squares. (Figure omitted)
(2) spell a spell
Spell 1 rectangle and 1 square with two sets of identical triangles respectively. Then show and communicate according to the spelling. Students spell it like this (demonstration courseware)
(3), put a pendulum
Put a rectangle and a square, with small hands of equal length.
(4) coat with a layer
Draw a rectangle and a square on the grid. (Figure omitted)
(5) Measure first, then fill in.
The main purpose of this link is to enable students to consolidate their understanding of the characteristics of rectangles and squares, and fully mobilize students' various senses through various forms of basic exercises such as enclosing, spelling, swinging, drawing, measuring and filling, so that students can learn while playing.
Step 2 expand the exercise
(1) Fold a rectangular piece of paper into a square.
This question is very challenging. How can I get a good square? I guide students to think about which side of a rectangle can be used as the side of a square.
(2) Draw a line and divide the picture into rectangles and triangles.
(3) There are () rectangles and () squares in the picture on the right.
Here I guide students to count numbers in an orderly way.
The main purpose of this session is to let every student experience the feeling of "picking peaches in one jump". Expand the knowledge just learned, let students use the characteristics of rectangle and square flexibly, and strengthen the concept of space.
Fourth, the whole class summarizes.
(1) What did you learn from this lesson? I first guide students to retell the characteristics of rectangles and squares, and then guide students to compare the similarities between rectangles and squares, that is, they all have four sides and all four corners are right angles. The difference is that the opposite sides of a rectangle are equal, while the four sides of a square are equal.
(2) Why are the tiles on the living room floor at home rectangular or square instead of round?
Let the students speak freely and express their opinions.
The design of this link encourages students to apply mathematics knowledge to their lives, and truly realize that mathematics comes from life, exists in life and is applied to life.
Verb (abbreviation of verb) extracurricular expansion
As a small designer, I designed a flower pond, badminton court, basketball court and sand pool for the new school playground with rectangles and squares.