As an excellent people's teacher, classroom teaching is one of the important tasks. Teaching experience can be accumulated quickly through teaching reflection. What formats should I pay attention to when writing teaching reflection? The following are my thoughts on the teaching of "graphic translation" in primary school mathematics (5 selected articles). Welcome to read, I hope you like it.
Reflections on the teaching of graphic translation in primary school mathematics 1 The first volume of the fourth grade, Graphic Translation, is based on the preliminary understanding of the translation phenomenon in the first volume of the third grade. Through observation and comparison, it guides students to master the method of graphic translation, and can translate simple graphics on square paper, experience the basic way of graphic movement, accumulate some experience of graphic transformation, cultivate students' operational ability and analytical ability, and develop their initial spatial concept as the third study.
Because it is the first new lesson, I commented on winter vacation homework before. Students have the task of correcting homework, so they didn't assign homework. In teaching, take the ship chart as an example to guide students to observe: how it moves; What are the solid and dotted lines? The arrow indicates the direction of translation ... In the process of observation, students can quickly find a way to determine the translation distance. When I was in Class 4 (4), I found a student with learning difficulties to count the translation distance on the projection. She determined the translation distance through a set of corresponding points. I thought all the other students had mastered it. Later, when I wrote my homework, I found that some students didn't master the method. When I was in Class 4 (6), I used various methods: the students looked for different corresponding points, the teacher randomly determined a point, and the students found their own corresponding points. In this way, the students' mastery effect is much better than that of Class 4.
The second content of this lesson is to draw a translation map according to the requirements of the topic. In teaching, students can summarize the methods of drawing translation graphics by completing the exercises on page 2. In this process, the requirements of drawing are standardized. Through observation, students can draw the conclusion that translation has not changed the size and shape of the figure, but the position has changed. Students realize this, when translating irregular objects, they can draw pictures according to the characteristics of graphics.
In teaching, the use of courseware and CD makes the abstract concept of space intuitive and vivid, and the translation characteristics and drawing methods of graphics are clear at a glance.
Through the feedback of homework, it is still necessary to standardize students' drawing in normal teaching: the direction arrow of translation, the wrong number of grids, where the graphics start to move, and so on.
Reflections on the teaching of "graphic translation" in primary school mathematics II. Graphic Translation is a practical teaching course introduced from concepts. If you follow the traditional teaching method of rote memorization and then practice a lot to consolidate it, such teaching will inevitably lead to students not really understanding the essence of concepts, and it is easy to forget what they have learned. The biggest feature of this class is to let students experience the whole process of independent observation, exploration, induction and application. First of all, by creating a large number of life situations, students can form an intuitive initial understanding; Then, let students show the translation actions vividly in front of students through games and courseware demonstrations, deepen their understanding of concepts and play a role in breaking through difficulties. Judging from the enthusiastic response in class and the feedback from homework, it is quite successful.
Another success of this course is that it fully embodies the interactivity of the classroom. Students often have a strong sense of participation in the learning process. I seize this feature, and let them operate on the stage by participating in games and physical projectors, thus achieving the teaching goal conveniently and quickly, fully enhancing the learning frequency of group students' comprehensive interaction, and also enabling them to deeply understand the elements and essence of translation in the process of hands-on practice.
The disadvantage is that the schedule is hasty and the final summary is hasty. The next class should be summarized and expanded before the new class, such as asking questions: What are the characteristics of translation? Can the results of several translations be regarded as one translation? Let students further understand the concept and essence of translation.
Reflections on the teaching of "graphic translation" in primary school mathematics 3. The students are still interested in the content of this lesson. Before class, I arranged for students to translate the line segments on the grid paper, translate them on the grid paper with smiling faces, and post the initial and final positions of smiling faces on the grid paper.
At the beginning of class, students can finish their homework well, and they can also know the direction and distance of translation according to their homework. On this basis, the learning of examples is also successfully completed. There is a problem: when students translate a figure on a square paper, they can't make a mistake about the direction and distance, but the ready-made sample lets students translate several squares in which direction first, and then translate several squares in which direction to fill in the blanks. On the contrary, students will confuse the starting map with the result map, because students will translate the direction if they don't mark it in their intentions.
The teacher didn't think of the variant teaching of the topic from the beginning of the preview homework, so that the students only paid attention to the changing results of the graphics from the beginning, without detailing the translation process and variants. In addition, students have a good command of drawing graphics with less diagonal lines, but there are relatively many drawing errors for translated graphics such as trapezoid and parallelogram. The reason is that the teacher emphasized the drawing skills when explaining the simple drawing method, which may be because the simplicity of the figure affected the students and led them to ignore the usefulness of the drawing skills. In practice, students' drawing mistakes before explanation should be properly supplemented, so as to really let them know the importance of skills, but this can stimulate their classroom learning efficiency. The translation of the second volume of the fourth grade is also called secondary translation. This statement is based on students' translation in the third grade. In the past, translation used to be horizontal or vertical. Now it's two consecutive translations.
First, preview your homework.
Although there is not much content in the book, there are many practical things. Operation is the most time-consuming. So I assigned my homework last night and wanted to do 1 and 2 questions. Guess, can students do the first and second questions? It will take time anyway, so let them try for themselves. It should be much better to lay the foundation with the first question. When I put away my books today, I did find many problems. Then, this lesson is to explain the students' problems.
Second, the problem of students.
1, the translation method is not mastered. When we translate a graphic, it is a combination of points and line segments. Usually we grab a point, start from that point, count the number of grids corresponding to each line segment, and then translate it accordingly, saving time and effort. But for students, especially those who don't observe carefully, it is easy to count the square of the line segment, and the observation is not in place, and the graphics will be deformed when the graphics are translated. In the third grade, I asked them to find more and translate them point by point. Now after the students translated, the graphics began to deform again. So in class today, I especially talk about the skills of graphic translation, such as point-to-point and line-to-line. Well, it's a cliche. Talking too much may not be effective.
2. It is a continuous translation of graphics, not a single translation. Some students don't understand what they want to do at all, so they start to do it desperately. For example, a parallelogram first translates 5 squares to the right, and then translates 4 squares up. To translate 5 frames, translate one frame and then translate 4 frames according to graphics. Two students in the class translated the original picture five squares to the right and then four squares up.
3, it is not enough attention to details, such as the direction arrow of translation, the wrong number of grids, and where the graphics start to move. In short, all kinds. Because of the strong pertinence in the class and enough time for students to grind their homework at noon, the homework situation is acceptable, at least not as chaotic as when they first came into contact with translators in grade three.
Reflections on the teaching of "graphic translation" in primary school mathematics 4 "Students have learned that when translating a graphic, we should grasp some key points, first translate the points by counting, and then connect the translated points. With the transfer of knowledge, students learned new knowledge immediately. At the same time, using the knowledge of eight directions that students have learned, I ask students to talk about left, left, right and right, why not move directly. It needs to be done in two steps to deepen the impression of being moved in the hearts of students. I think we should pay attention to the method of teaching students to count squares and cultivate the good habit of students and children to do their homework carefully.
Today, we had this lesson in the multimedia classroom, and fully demonstrated the process of rotation with courseware, which left a deep impression on the students' minds. However, drawing the rotated figure on the square paper requires children's spatial imagination. The rotation of the triangle is ok, but I found that many children drew the rotated trapezoid in the third question of supplementary exercise, and most of the students were wrong. If you agree with Tang Xiao's "a piece of wood", I believe students will understand after giving them enough time.
Reflections on the teaching of "translation of graphics" in primary school mathematics 5 "translation" is a phenomenon that can be seen everywhere in life. In teaching, students are not only allowed to perceive and initially understand translation, but also to permeate mathematical ideas everywhere in their lives, and they are also allowed to understand the essence of translation, and draw translated figures by using nature. Accordingly, in the teaching design, I pay attention to the students' life perception, and stimulate students' interest in learning through a large number of scene settings and examples.
This section focuses on the concept and essence of translation, and the difficulty in teaching is to draw the translated graphics. To this end, in the teaching design, I am divided into three levels, interlocking, from perception to cognition, from shallow to deep, from the outside to the inside to guide students to explore and think, and to guide students to fully discuss, so as to highlight key points and break through difficulties. The first is to create situations and introduce new lessons from the phenomena around students, so that students can initially understand translation from perception. Secondly, the characteristics of translation are summarized through the exploration of teachers and students. The third is to consolidate and improve, and guide students to translate graphics, which feels good. By translating the graphics on the grid paper, the textbook enables students to master the translation of the graphics and draw the translated graphics in the horizontal or vertical direction. The textbook introduces examples in life and abstracts mathematical concepts. Finally, by designing various activities, students can deeply understand the concept through hands-on operation, which embodies the complete process of knowledge formation.
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