In teaching, if students are allowed to go to the playground to identify the direction and experience the four directions of "East, West, South and North" in real scenes in groups, they will have full perceptual knowledge and know that these directions will not change with the change of the observer's position. Going back to the classroom, communicating collectively and identifying the four directions of east, west, north and south can enhance students' perceptual knowledge and correctly identify the direction. After students are familiar with the east, south, west and north directions, let them further understand the relationship and relativity between the four directions, so that they can identify the other three directions with a given direction. Then, guide the students to draw a schematic diagram according to the position and direction they know. Students will certainly encounter difficulties when drawing: the east, south, west and north observed by students are horizontal. How do they draw on the blackboard or paper? At this time, it is necessary to introduce to the students that when drawing a floor plan, under normal circumstances, the direction is determined from top to bottom, left to west, right to east.
After the students can clearly distinguish the east, south, west, north and other directions, ask them to describe the position of an object, and be sure to let them know which direction it is in a "mark" (reference). This teaching link is both important and difficult. Because the "mark" (reference object) is different, the described direction will also change.
When describing the driving route, students may say "up, down, left and right" directions. At this time, students must be reminded that up, down, left and right are relative directions, not fixed positions. When describing, students must say "East, North, South or West" in order to accurately tell the specific direction.
In short, let students go out of the classroom, into life and into inquiry as far as possible, let children actively participate in research-based learning activities, freely express their thoughts, feelings, opinions and creations, experience and appreciate the process of knowledge generation and development, feel the mystery and charm of mathematics, and feel the practicality and value of mathematics; Trying to change the closed book-style cultural accumulation process into an open, vivid and independent innovation process closely linked with society is also in line with the requirements of the new curriculum reform.
Reflections on the teaching of orientation and direction
The course "Position and Direction" is a new content in the sixth volume of Mathematics published by People's Education Press. In daily life, middle school students have accumulated some perceptual experience in the knowledge of east, west, north and south, and through the first school year's study, they have been able to describe the relative position of objects with up, down, left, right, front and back. On this basis, this unit enables students to learn to identify eight directions: east, south, west, north, northeast, northwest, southeast and southwest, and to know a simple road map.
The textbook arrangement of this unit has two characteristics: 1, which is arranged in the order of children's spatial orientation cognition. Only when children firmly grasp the basic spatial orientation of up, down, front, back, left and right, can they master the concepts of dividing things into horizontal directions. Through a lot of operation activities, let students form the skills of distinguishing east, west, north and south, and then let students learn to distinguish east, west, north and south on the map. 2. Textbooks provide rich life and activity situations and help students to have a clear direction. In teaching, we also follow children's cognitive rules and editors' intentions. In this module, we achieved the following goals:
First, based on student development, creative use of teaching materials
We know that the new curriculum advocates democratic, open and scientific curriculum ideas, and the teaching materials are just a "topic" in the dialogue between teachers and students. In teaching, we should use teaching materials flexibly according to students' situation, so as to make teaching materials more conducive to students' development. This lesson is based on students' understanding of the east, south, west and north directions, and further study the southeast, northeast, southwest and northwest directions. These activities are closely related to students' lives. Students are not only required to know the direction on the floor plan, but also to apply it to real life. The activity theme map of this lesson is a map of life scenes that students are familiar with, such as library, children's palace and zoo. This is no stranger to Xiaolan. Therefore, this lesson makes use of the campus environment and buildings that students are most familiar with, so that students can watch "campus movies" as small tour guides, introduce all directions of their campus buildings, experience the east, west, north and south in life, prepare for the following floor plan, and present the complete process of knowledge from concrete to abstract, which is in line with the cognitive characteristics of middle school students. Because children have learned to identify the four directions on the map, they have mastered the spatial orientation perception. Starting from the familiar living environment, students have the opportunity to learn and understand mathematics from the familiar things around them, realize that mathematics is around them, and feel the interest and function of mathematics.
Second, pay attention to students' ability of inquiry and cooperation, solve teaching key points and break through teaching difficulties in "doing mathematics"
As for the direction on the map, we once knew this part of knowledge when we were young, either from books or the teacher told us this conclusion directly. We have never thought about why we decided to "go north, go south, left west and right east", and we often get maps, so we can't link the direction on the map with the actual direction. Modern educational theory tells us that knowledge should not be acquired by teachers, but should be actively constructed by each student according to his own knowledge and experience. In this period of teaching, teachers pay attention to students' experience in the process of knowledge formation, so that students can feel and discover in full experience, and then develop and improve through communication. In this link, the teacher didn't directly tell the students how to know the direction on the map, but asked the students to spell out the floor plan according to the familiar campus environment, and emphasized the cooperation requirements before spelling out, so that every student had the opportunity to participate in the activities. In the activity, students must think: how to determine the direction of the plan? How to unify with the actual direction? So some students set "North" at the top, some students set "South" at the top, and so on. , there are various floor plans. By sorting and classifying, four methods are summarized. These four methods are correct in the puzzle, but students soon find that they can't be unified, which brings troubles to real life and causes cognitive contradictions. How to solve this problem? Guide students to solve the key point of this lesson: unify the map direction. The hands-on operation and inquiry learning in this link are not a mere formality. They actually discover and explore problems by doing mathematics, experience mathematics and attach importance to the formation process of knowledge. Students have a profound experience of "going from the north to the south, going from the left to the west, and going from the right to the east" in "doing mathematics", so that they can get twice the result with half the effort, truly proceed from the reality of students, respect their needs, and let students know not only what they are, but also what they are doing.
Third, pay attention to students' non-intellectual factors and learning emotions.
Mathematics is inseparable from life, and mathematical knowledge originates from life and ultimately serves life. Show the plan of five mountains in solving problems and name them according to their positions and directions. After practicing to fill in the names of the five mountains, let students enjoy a group of scenery films of the five mountains, beautiful music, concise explanations and unique scenery, which effectively integrates mathematics and aesthetic education, increases the cultural connotation of mathematics class, gives students a beautiful feeling, and carries out patriotic education at the same time. Finally, combined with the orientation and direction of school and family, let students operate courseware, talk about the route to school, experience the connection between mathematics and life, feel the value and function of mathematics, enhance students' interest, consciousness and confidence in applying mathematics, and improve their ability and creativity in solving problems.
Fourth, pay attention to process evaluation.
The new curriculum reform emphasizes the evaluation of students' learning process. Teachers pay attention to the interaction with students, give feedback to problems and evaluate them in time, so as to really pay attention to students' emotions.
Reflections on the Unit Teaching of "Position and Direction"
"Position and direction" belongs to the knowledge of space and graphics, which is a key teaching content in this textbook and one of the most difficult knowledge points for students to understand and master. It is on the basis that students learn to recognize the four directions of east, south, west and north that they further learn the four directions of southeast, northeast, southwest and northwest. In order to cultivate students' awareness of identifying directions and further develop their spatial concept, students should be able to identify the other seven directions according to the given directions and describe the relative positions of objects with these directional words. They should also be able to learn to read road maps and describe walking routes. At this stage, the development of students' thinking is in the transition stage from image thinking to abstract logical thinking, and the abstract logical thinking of students of this age still depends on image to a great extent. Therefore, when teaching this unit, we should pay attention to the following two aspects:
First, based on student development, creative use of teaching materials
The textbook is just a "topic" in the dialogue between teachers and students. In teaching, we should use teaching materials flexibly according to students' situation, so as to make teaching materials more conducive to students' development. This lesson is based on students' understanding of the east, south, west and north directions, and further study the southeast, northeast, southwest and northwest directions. These activities are closely related to students' lives. Students are not only required to know the direction on the floor plan, but also to apply it to real life. For example, students have basically learned how to identify the direction on the map, but when the teacher asked them to talk about their route home and draw this route, only a few people could draw it, which shows that students can't apply mathematics knowledge to real life. Therefore, in teaching, students should observe the scenery inside and outside the classroom from their familiar living environment, and learn the four basic directions of southeast, northwest and northwest by distinguishing their own front and back, surrounding buildings or other scenery, so that students can know that the position changes with the change of reference objects (that is, standard positions), but the four directions of southeast and northwest will not change. Make students understand the transformation relationship between the position in life and the planned direction. Make them have the opportunity to learn and understand mathematics from familiar things around them, realize that mathematics is around them, and feel the interest and function of mathematics.
Second, improve students' problem-solving ability with effective exercises.
The purpose of the exercise is to make students further understand knowledge, gradually form skills, and then develop mathematical thinking and form mathematical thoughts. Not many exercises, but effective. This unit should be based on students' living environment, and transform mathematics problems into life situations and problem situations suitable for students' independent thinking, so as to create a relaxed and happy learning atmosphere for students. Let students explore independently, think independently, dare to express their views, exchange ideas with their peers and enrich each other's knowledge experience. Through activities, students can really feel the application of directional knowledge in life. At the same time, students use various strategies to solve problems, not only mastering mathematical knowledge, but also solving simple practical problems, which can not only meet the learning differences of different students, but also see the thinking differences of students, thus developing students' personality and effectively cultivating innovative spirit.