Tisch
Teaching objectives:
1 Stimulate students' interest in learning with real situations about "left and right" in life, so that students can get positive emotional experience in their study life.
2 understand the positional relationship between "left and right" and its relativity.
Through exploration activities, students' practical observation ability, spatial imagination ability, language expression ability, hands-on operation ability and the ability to solve practical problems by using mathematical knowledge initially are cultivated.
Teaching preparation:
Math book, pencil box, exercise book, multimedia courseware.
Teaching process:
First of all, stimulate interest through conversation and introduce new lessons.
Teacher: Students, there are so many teachers coming to class today. Let's welcome them with warm applause.
Teacher: What kind of applause did we use to welcome the teacher just now?
Health: I applaud with my left hand and my right hand.
(Comments are introduced by clapping hands, which is naturally seamless. )
Teacher: By the way, we all have two hands, a left hand and a right hand.
Second, explore new knowledge and perceive the left and right.
1. Say it.
Teacher: Please put out your hand, look at your two hands and think, which hand is the left hand? Which hand is the right hand?
Teacher: Listen to the teacher's password.
Teacher: Where is the left hand? Where is the right hand?
(Students act according to the password)
Teacher: Please raise your right hand (teachers and students stand in the same direction, raise your right hand).
Q: Say, what will you do with your right hand?
Health 1: I will eat with chopsticks in my right hand.
Health 2: I can write with my right hand.
Teacher: Raise your left hand again.
Question: What will you do with your left hand?
Health 1: I hold the bowl with my left hand when I eat.
Health 2: Press the book with your left hand when writing.
(Comment "Left and Right" knowledge is closely combined with life experience, which is helpful for students' understanding and future memory. )
Find (the mouth)
Teacher: My right hand and left hand are good friends. Please find yourself. Do you still have such good friends?
Health: left eye, right eye, left ear, right ear, left leg and right leg.
Teacher: Just now, you gave so many examples. In this lesson, we will learn about "Left and Right" (blackboard title: Left and Right).
to do sth
Nose touching game
Nose, nose, above; Nose, nose, below; Nose nose, left, nose nose, right. Nose nose, left ear; Nose nose, right ear; Nose nose, left shoulder, nose nose, right shoulder.
4. Place it (the courseware shows the correct picture)
Teacher: After the game is over, we'll do it again. Please put the math book on the table, the math book on the right and the pencil box on the left.
Teacher: Let's see who does it quickly and correctly.
(Teachers patrol to guide students to place correctly)
Ask questions:
(1) On the left of the math book is _ _ _ _ _ _ _.
(2) The right side of the math book is _ _ _ _ _ _ _.
(3) There are _ _ _ _ _ and _ _ _ _ on the left side of the math book.
(4) There are _ _ _ _ _ and _ _ _ _ on the right side of the pencil box.
Exercise between classes:
Clap your hands, clap your hands, clap up, clap down, clap left and clap right. Hold out your left hand, hold out your right hand, twist your waist and sit up straight.
go for a walk
(showing pictures of Xiaojun going upstairs)
Teacher: Say, what do you see?
Student: The children go up and down the stairs.
Teacher: Which way should I go up and down the stairs?
Student: Go to the right.
Teacher: What is Xiaojun doing?
Student: Xiaojun is on the stairs.
Teacher: Which way should Xiaojun take?
(Show Xiaoming a photo of going downstairs)
Xiao Ming and his classmates went downstairs in the opposite direction, realizing the relativity of left and right, emphasizing that left and right are their own left and right. Xiao Ming goes downstairs, which means Xiao Ming wants to go downstairs from his right.
Third, class summary.
Teacher: Who can tell me what you learned today?
Student: Probably.
extreme
Teaching objectives:
1. Make students understand left and right in the game and distinguish right and left correctly and quickly.
2. Constantly fully experience in practical activities, consolidate exercises, and improve students' ability to apply to real life.
3. Improve students' activity efficiency and cultivate students' good habit of consciously observing the rules of going upstairs and downstairs.
Teaching focus:
Enable students to distinguish right and left correctly and quickly.
Teaching process:
First of all, create situations and create problems.
Teacher: Do the students like singing? Let's sing a song! Play songs, teachers and students sing together, clap your hands. )
Question: What did we clap with just now? (hand)
1, find out.
(1) Emphasize the role of the right hand and deepen the understanding of the left and right.
Teacher: Hold out your left and right hands and look at your dexterous hands.
What do you often do with your left and right hands in your life?
(2) look for the left and right sides of the body.
Teacher: Sitting hand and right hand are good friends, and they have great cooperation! Will do a lot of things, find such a good friend? Please talk to your desk while looking for it.
(Students' activities, find out about physics)
Q: "Who wants to tell you about your good physical friend? The teacher suggested that we point to where he said? " The student reported the results and pointed at them while talking, and the rest of the students followed suit.
Conclusion: We have so many good friends. Today, we will ask these good friends to help us distinguish right from left. (blackboard title: left and right)
Design intention: A good beginning is half the battle. According to the thinking characteristics of first-grade children, create music and game situations to stimulate students' interest in learning and fully mobilize their enthusiasm for learning.
Second, discuss communication and solve problems.
1. game: listen to the password and act.
Teacher: Now let's play the game of "Listen to the command and do the action".
Hold out your left hand, hold out your right hand. Left hand pats left shoulder, right hand pats right shoulder, right hand touches right ear, left hand touches left ear, right hand pats left leg, left hand pats right leg. Before, after, left, right, up, down. Jump twice with your left foot, jump twice with your right foot, put your left hand on your hip, raise your left hand and bend it to the left. Put your right hand on your hips, lift it up and bend it to the right.
2. Perception of different directions from left to right.
Teacher: Just now, through the game teacher, I found that you can tell right from left quickly. Now let's try again. . . . . .
The teacher said that students do it.
Who sits at the far left in the first row? Students are looking for it. Please stand up when the name is called. )
Who's on the far right in the first row?
Who is the third child on the right in the second row?
Who is the fifth child from left to right?
Design intention: By allowing students to express themselves in language while operating, and combining speaking with doing, students' practical ability and expressive ability can be effectively cultivated, and they will feel happy in success.
Third, sorting out applications and internalizing and upgrading.
1, Teacher: Children are so smart that they can tell right from left soon. We should use what we have learned to help a lovely little ant and see what difficulties the little ant has encountered.
The courseware shows the sixth exercise on page 13 of the textbook.
Group discussion (teachers participate in listening to information)
2. Teacher: The problem of small ants has been solved, but there is still a problem here.
The teacher raised his left hand. Which hand did the teacher raise?
Talk to each other at the same table.
Let the students raise their right hands face to face? Let students think; What did you find?
3. Textbook 13 Exercise: Left and Right in Life
Teacher: It also exists in life. Which way to take the stairs! Whose rights?
We are going to be young pioneers soon. Which hand should I raise during the team ceremony?
Design intention: Let students finish their homework in class, which is not only conducive to the consolidation of knowledge, but also conducive to reducing the burden of students' homework, which not only strengthens new knowledge, but also enhances interest and really makes the classroom more interesting. ]
Fourth, review and improve.
What did we learn today? Which child do you think is doing well in this class? You can also talk about yourself.
Teaching reflection
The goal of this class is to stimulate students' interest in learning through interesting activities, so that students can get positive emotional experience in learning activities. Cultivate students' observation ability and simple reasoning ability through teaching activities. Enable students to determine the position and order of objects in activities and express them in their own language. Understand the meaning of left and right. Being able to accurately describe the position of objects with left and right is the focus of teaching. Understanding the relativity of left and right is a difficult point in teaching.
Looking back on this teaching activity, I found that there are still many places that need to be considered and scrutinized, mainly in the following aspects:
First, integrate various curriculum resources to help students distinguish between right and left.
Comprehensive curriculum is a new curriculum form in essence, which uses various forms of organic integration to form an organic connection between the differentiated elements and their components in the school teaching system. In this class, I integrated a variety of curriculum resources such as Chinese class to help students consolidate their understanding of left and right. For example, in the lead-in, let students know about the Chinese baby "left and right", which integrates Chinese resources. And further distinguish whether memorizing these two words is to prepare for solving problems in the future or to read questions.
Second, use life experience to distinguish between left and right.
Mathematics comes from life, which is more reflected in the new textbook. In mathematics classroom teaching, teachers should consciously and necessarily restore the life background of mathematics knowledge, put the knowledge in books into life to learn, and make mathematics problems alive. For example, in this class, I don't simply talk about left and right, but let students talk about how they distinguish left and right at the beginning of the class. Students' thinking, language and behavior are displayed in free, democratic and equal cooperation and exchange. Before class, I thought about distinguishing between left and right directions. You can't learn by teachers' careful explanation and students' memory. So I combine my own life experience to guide students to study actively, but I didn't expect that students' life experience is so rich and there are so many ways to distinguish right from left. It can be seen that classroom teaching should break the traditional teaching mode of "teachers talk and students listen" and take students' original experience as the basis, so that students' mathematics learning process can become an active construction process based on existing knowledge and experience. Only when students actively participate in activities can they learn effectively.
Third, let students distinguish between left and right in play.
Bruner said: "The stimulus of learning is interest in the materials learned." In this class, I arranged various forms of game activities to stimulate students' interest through games, so that they can benefit from learning while enjoying the fun. Students actively participate in teaching games in a free and relaxed classroom atmosphere.
1, with various activities.
In this class, I preset many activities, such as finding good friends who are physically divided, remotely controlling robots, setting stationery, saying, counting, guessing and taking; Talking about your neighbors, clapping games, shaking hands and other activities, some activities are to stimulate students' interest, some activities are to inspire students' thinking, some activities are to consolidate and apply new knowledge, and organically combine hands-on and brains through activities to achieve the effect of learning.
2. Knowledge is getting deeper and deeper.
The way to distinguish between right and left is to remember your left hand and right hand, so at the beginning of class, I asked students how to distinguish their left hand from their right hand. What do they often do with their right hand? In this way, the students' original knowledge is inherited and consolidated, and then the left and right hands reach out to the left and right of the body, and the students will find the left ear, right ear, left eye, right eye, left leg and right leg. Then, by placing learning tools, we can further deepen our perception of the surroundings in our hands-on work. Then, extend the left and right to the side, let the students observe who is around them, so that the scope will gradually expand around their right and left hands, and ask: Why does the same person say that he is on the left and right? So as to realize the relativity of left and right. Finally, through clapping games and shaking hands at the same table, we can further feel the relativity of left and right. It can be said that knowledge is from easy to difficult, and it is deepened layer by layer. The conclusion of the previous link is the basis of the next link. After learning knowledge, each part can use activities to consolidate and review in time.
Fourth, the feeling of dissatisfaction after class.
Although the game activities run through the whole section, students are not stimulated in the important and difficult points, and the breakthrough is not enough. I wish I could play it back freely. Moreover, due to time constraints, students have no chance to describe the position of objects in words, which is also a major difficulty for students in this course.
There are still some problems that need further study. For example, the original experience of students is not consistent enough, or even very different. Especially when organizing students to clap their left and right hands at the same table with their left hands, a few students are bystanders or can't clap their hands correctly in the activity. Teachers need timely tips, reminders and help. They can invite the unsuccessful group of clapping games or any group to show on stage, so that students can calm down from the activities and guide them to experience the relativity between left and right.
Teaching is really ever-changing, and there are many unpredictable situations, which require teachers' keen observation, ability to deal with problems and ability to control the classroom. This is the focus of my future efforts.
In short, for the teaching of this class, students can feel the knowledge and methods through various teaching methods. Cultivate students' habit of observing and describing the relationship between location and application consciousness, so that students can have a preliminary concept of space, learn how to guess, verify, reason and communicate in learning, and feel the value of learning. Because this class is mainly about activities, students' interest in learning is very strong and their enthusiasm for learning is also very high. It can be said that both teachers and students are happy to "play" a lesson.