According to the understanding of the region, the course draft is 1. Ask questions first.
For lateral area of cylinder, the traditional teaching method is: After knowing the characteristics of cylinder, the teacher asks: How to calculate the lateral area of cylinder? Then, guide the students to expand the side of the cylinder along the height of the cylinder and a diagonal line respectively, and then show the discussion questions, thus deducing the calculation method of the side area of the cylinder. Finally, there are layers of consolidation exercises. Obviously, the purpose of designing teaching activities in this way is to make students understand the derivation process of lateral area's formula for cylinders and use the formula to calculate the lateral area of cylinders. It should be said that students passively accept knowledge. This kind of teaching aimed at accepting knowledge has not adapted to the requirements of the times to train new people. Therefore, when designing the teaching plan, I tried to change this traditional teaching and made the following teaching attempts.
Second, teaching cases
Fragment 1
1, for example 1: cylindrical tea bucket with a bottom circumference of 28.3 cm and a height of 13 cm. How many square centimeters is its side area?
Health: Independent Analysis
2. Exercise: Find the side area of each cylinder below.
(1) Bottom diameter 12cm, height 2cm.
(2) The radius of the bottom surface is 3cm and the height is 5cm.
Student: Choose a question and calculate it independently.
Teacher: Combined with the above three questions, who can tell us how to find the lateral area of a cylinder?
Student: Summarize. (omitted)
3. How many ways are there to enclose a cylinder with rectangles, squares and parallelograms (not counting overlapping parts)?
Teacher: Please think about it, and then use your school's tools to test it. Do you think it's right? Finally, I'll show you on stage.
Student: Demonstration.
4. Imagine: what shape will you get if you rotate around one side of a rectangle? What is the relationship between the relevant part of this table and the length and width of the rectangle?
This is a side view of a cylinder. Unit: cm
Please match the right bottom. (Image omitted)
Third, after-class reflection
In the whole teaching process, students are interested in learning and active in learning. I think the key to the success of teaching lies in paying attention to students' learning process and creating an educational atmosphere conducive to students' active development. 1 paragraph breaks through difficulties through students' hands and brains; The second part guides students to deepen their understanding and form their application ability.
1, teach without teaching, to satisfy students.
Mr. Ye Shengtao said: "Teaching is to achieve the purpose of not teaching." If the teacher takes up a lot of time to analyze and explain, and does not leave time and space for students' activities, students will at best be passive recipients of knowledge. In the long run, their thinking will freeze, their desire for expression will drop sharply and their creativity will be stifled. How can they succeed?
In this class, the teacher doesn't talk much, and the teacher never hints at what the students can think of; What students can say, the teacher will never explain; Students can solve it, and teachers will never interfere. Due to the timely "concealment" and "introduction" of teachers in the classroom, it provides a stage for students to display their talents, which enables students to explore and communicate constantly and enhances their interest and self-confidence in learning mathematics. So as to establish their own ambition to explore the truth, which will produce strong and stable internal incentives, so that students' wisdom, ability, emotion and belief will be continuously improved and surpassed, their hearts will be shocked and their thoughts will be satisfied.
2. Actively explore and let students succeed.
Hands-on practice, active exploration and cooperative learning are important ways for primary school students to learn mathematics. Suhomlinski said: there is a deep-rooted need in people's hearts, that is, to be a discoverer, researcher and explorer. This demand is especially strong in children's spiritual world. Therefore, mathematics teaching should strive to create a mathematics learning environment conducive to students' active exploration, and pay attention to students' independent exploration and cooperative learning, so that students can fully develop their emotions, attitudes and values while acquiring the basic mathematics knowledge and skills necessary as modern citizens.
"Mathematics Curriculum Standards" mentioned: "Students should actively participate in vivid and intuitive mathematics activities under the guidance of teachers to enhance their feelings for mathematics."
In this class, the teacher let the students roll paper and let them "freely combine" to explore, which is to provide students with time and space for active development. Everyone has his own personality, some like to think independently, some like to discuss with each other, and some like to listen to what others say. As a result, some people think independently, some discuss at the same table, and some people unite, and a lively form of learning arises spontaneously, so that every student has reached the point of "doing my best and stopping", knowing and feeling their wisdom and strength in active exploration, and then exchanging inspiration with each other, and naturally succeeding.
3. In practice, let different students enjoy success.
In the teaching suggestion of Mathematics Curriculum Standards, it is pointed out: "Teachers should encourage students to actively seek a variety of different ideas on the same problem, instead of taking the answers in textbooks or the answers preset by teachers as the basis for evaluation and restricting students' development. "Teachers must first affirm the courage of students to answer questions, and the correctness of the answers. Secondly, it is gradually clear through the collective discussion of students. Teachers can't put themselves in the role of "referee". Otherwise, over time, students' academic development will be limited.
In this class, teachers provide students with basic questions and materials of multi-directional thinking, guide students to be good at linking what they have learned, analyze problems from different angles, levels and methods, and enable students to broaden their thinking and think flexibly, thus solving problems quickly. Let different students get the satisfaction of learning knowledge and experience the happiness of learning mathematics. For those who have not succeeded, teachers should never simply criticize and accuse. Teachers should try to find the correct ingredients in their own mistakes, give affirmation and inspire students to find and correct their own mistakes. Even if he is completely wrong, the teacher should persuade, enlighten and guide him to strive for success, so as to enhance students' self-confidence in learning mathematics well, let them gain human dignity and enjoy the happiness of success, and teachers can share this happiness.
In short, students' exploration consciousness and discovery ability can be displayed in the above-mentioned learning process, and the acquisition of knowledge and the improvement of ability complement each other, which is very conducive to the improvement of comprehensive quality.
Understanding of the region, speech 2, distinguished judges and teachers,
Hello everyone!
I am a 1 candidate in the primary school mathematics group. As I said today, the topic of the class is "cognitive area". For this lesson, I will start my lecture from five aspects: teaching materials, learning situation, preaching and teaching process.
First of all, talk about textbooks.
"Understanding Area" is selected from Unit 5, Book 3 of Primary School Mathematics published by People's Education Press. The main content of this lesson is to let students understand the meaning of area and master the commonly used area units. The basis of this lesson is that students have learned the length units of meters, decimeters and centimeters. At the beginning of this lesson, students will come into contact with the area of many plane graphics, including the areas of rectangles, squares, parallelograms, triangles and circles, and the surface area of three-dimensional graphics, so the study of this lesson can play a very good basic role.
According to the above analysis of teaching materials, under the guidance of the new curriculum reform concept, I have determined the following three-dimensional teaching objectives:
Knowledge and skill goal: understand the meaning of area and master the commonly used area units.
Process and Method Objective: Students experience the process of group cooperation and group exploration on area measurement methods, improve their spatial imagination and establish geometric intuition.
Emotion, attitude and values: Experience the characteristics that mathematics comes from and serves life, experience the fun in the process of mathematical inquiry, and increase the interest in learning mathematics.
According to the above analysis, I will determine the key and difficult points of this course as follows:
Teaching emphasis: understand the meaning of area and master the commonly used area units.
Teaching difficulty: understanding the necessity of unifying area units.
Second, talk about learning.
Junior three students have a certain perceptual knowledge of area in their daily life, but they lack the support of rational knowledge. The students in this grade are active in thinking, eager for knowledge and curiosity, good at expressing, and their thinking level is still in the stage of thinking in images. Therefore, teachers' reasonable guidance and students' full play are needed in the teaching process, which I should pay attention to in the next teaching.
Third, preach the law.
Reasonable teaching methods play an important role in establishing the connection between old and new knowledge in students' original knowledge framework. Therefore, based on the above considerations, I will determine the teaching methods of this class as: inquiry teaching method and discussion teaching method. This topic guides students to explore the necessity of understanding and unifying area measurement standards in the process of area comparison. Scientific and reasonable learning methods can make students get twice the result with half the effort. Combined with the difficulties of this class, I will determine the learning methods of this class as: group cooperative learning and independent inquiry.
Fourth, talk about the teaching process
Curriculum Standards for Compulsory Education Stage points out that teachers' teaching activities are a process of mutual participation, interaction and development between teachers and students. Combined with the curriculum concept, the teaching process of this course is mainly carried out from five links: stimulating interest, exploring new knowledge, consolidating exercises, summarizing the course and assigning homework.
Link 1: Introduction to Stimulating Interest
I will introduce this topic by creating a situation. At the beginning of teaching, I will present the classroom situation map and put forward the key question "Who is bigger on the blackboard or the national flag", so as to establish a connection with this topic, stimulate students' interest in learning and establish a connection between this topic and life.
Link 2: Explore new knowledge
In the newly awarded section, I will divide it into two parts:
Activity 1: the concept of preliminary perception area
When introducing the concept of area, teachers constantly cite examples such as blackboard surface, national flag surface, class desktop and math book cover that students come into contact with in daily life, and illustrate that the concept of area is to describe the size of an object surface through examples. Help students to establish an intuitive and abstract relationship through intuitive life examples.
Activity 2: Compare the sizes of regions
In this link, I will let students participate more in classroom teaching. First of all, I will show two graphs that need to be compared in advance, and guide students to explore how to compare the areas of the two graphs without intuitive comparison. The class will be divided into groups of four people, each group will be 5 minutes. During the discussion, I will patrol and make phone calls. After the discussion, the student representatives will speak, trying to give an encouraging evaluation to the group representatives' speeches, not only to evaluate the students' learning achievements, but also to. Through the process of students using small triangle paper, small square paper and small round paper to assist their inquiry, teachers and students jointly concluded that it is necessary to choose appropriate graphics as measurement units to cultivate students' measurement consciousness when the size of two areas cannot be judged intuitively.
Step 3: Consolidate the exercises.
I will compete in the form of a fun contest around this topic, so that students can brainstorm what other graphics in their lives will study their areas and see which group is fast and accurate. Through games, students' enthusiasm for participating in the classroom can be greatly mobilized and their interest in learning mathematics can be stimulated.
Link 4: Course Summary
At the end of the class, I will guide the students to fully express the gains and feelings of this class, and the students will express their gains one after another. Enable students to consolidate and organize the knowledge of the whole class and cultivate students' language expression ability.
Step 5: Grading operation
Considering the students' personality differences and promoting the different development of each student, I will adopt the form of layered homework. The basic homework is to find the plane figure in daily life and touch its area. The expansion assignment is to ask students to draw interesting figures with an area equal to 12 squares on grid paper, so as to bring their creativity into play.
Five, say blackboard writing design
This topic uses illustrated blackboard writing, aiming to better highlight the key points and difficulties, intuitive and easy to understand, so as to better help students review the main contents of this lesson.
Cognitive region
Area: the size of the surface of an object.
This is the end of my lecture. Thank you for your patience.
Regional Understanding, Lecture 3, Judges and Teachers:
Hello, everyone. The content of my speech today is the field of understanding.
textbook
Area belongs to the field of space and graphics, and it is arranged in Unit 6, Volume 2, Grade 3. This unit specifically includes: area and area unit, area calculation of rectangle and square, propulsion rate of area unit, and commonly used land area unit. This lesson is the beginning of this unit, and its teaching is based on students' mastery of length and length units, the characteristics of rectangles and squares and the calculation of their perimeters. The length of students' study to the study area is the beginning of the transformation from one-dimensional space to two-dimensional space, and it is a leap from "right line to surface" in spatial form.
Teaching objectives:
1. Understand the meaning of area by comparing the size of an object surface with the size of a closed figure.
2. Through the process of comparing the area of several figures, we can experience the diversity of comparison strategies and the superiority of square as an area unit.
3. Cultivate students' practical ability in activities. Analyze the comprehensive ability and the preliminary concept of space, and cultivate students' ability to cooperate and communicate with others.
Teaching emphases and difficulties:
Point: Understand the meaning of area.
Difficulties: forming a correct concept of area
Teaching aids and learning aids:
Multimedia courseware, several small squares, squares, rectangles
Teaching methods and learning methods:
In order to better highlight key points, break through difficulties and complete teaching tasks, I adopted the following teaching methods:
Situational teaching method:
Let students observe in the scene, feel that the process of knowledge formation is so simple, enjoy the joy of success, and stimulate students' interest in learning mathematics knowledge.
Game teaching method:
It is the embodiment of the teaching concept of "learning by doing and playing with learning" in the new curriculum reform. Because primary school students' learning activities are no longer teachers' "preaching", they should spend more time in the process of students' independent exploration. This kind of teaching can better reflect the function of "students are the masters of learning and teaching, and teachers are the organizers, guides and collaborators of mathematics learning".
Mutual aid teaching method:
Organize teaching in the form of deskmate cooperation, embody the teaching mode of "independent exploration, cooperation and exchange, practical innovation", cultivate students' awareness of mutual cooperation and exchange, and complete learning tasks in discussion.
Cultivate students' following learning methods:
In this class, I take multimedia as the main teaching means, create scenes in teaching, provide students with rich, vivid and intuitive observation materials, guide students to upgrade perceptual knowledge to rational knowledge in independent exploration, stimulate students' enthusiasm and initiative in learning, and let students operate by themselves.
From the perspective of cultivating students' cooperative consciousness, students' cooperative learning at the same table is the main way, and the learning results are used in the game to apply mathematics knowledge to real life.
On the overall design of teaching program;
First, introduce storytelling. This link mainly arouses students' interest by telling the story of three little pigs, and introduces the theme by building a house.
Second, explore new knowledge. First, let students feel the surface of math books and blackboards. Then, let the students compare and feel the size of the math book and blackboard, the size of the teacher's palm and the student's palm. Through these two items, we can understand what the surface and area of an object are. Then, practice. Test students' initial perception through exercises. Finally, verify. Students use the material package prepared by the teacher before class to verify the previous exercises.
Third, consolidate practice. By verifying the comparison of understanding areas, this step is mainly to practice and consolidate knowledge.
Fourth, summary. Let the students talk about what they have learned.
Teaching reflection:
Combined with the new curriculum standard, there are still many problems worth thinking about how to teach mathematics well. Through this lesson, I feel that if we want to have a "living" concept class, we must define the concept in time. Premature definition is tantamount to boring and simple indoctrination; If it rains too late, I am afraid that students' thinking is in a chaotic state and can't be sorted out and summarized in time. In the future teaching, I will grasp: understand the teaching materials with children's eyes; Treat teaching methods with the concept of new curriculum standards; Flexible control of each link; Make the class as wonderful as a movie.