"Translation and Rotation" is the teaching content of page P4 1-42 in the fourth volume of mathematics for six-year primary schools with nine-year compulsory education.

This part of the content is based on students' understanding of acute angle and obtuse angle and the establishment of the concept of geometric figures, which lays the foundation for future geometric learning. The translation and rotation of graphics are not unfamiliar in students' life, but as a new teaching content in the new curriculum, it is the first time for students to contact. Therefore, the textbook starts with life examples, and on the basis of a large number of perceptions, allows students to understand and discover the movement laws of translation and rotation, and further understand and master the translation method through hands-on operation, and learn to distinguish translation and rotation.

Teaching objectives:

Knowledge and skill goal: 1. Let students perceive translation and rotation with examples. 2. Draw the simple graphics translated horizontally and vertically on the grid paper.

Emotional attitude and values goal: I can actively participate in the exploration of rotation and translation, feel the close connection between mathematics and real life, and be curious about things related to rotation and translation around me.

Process and Method Objective: The mathematical thinking method of transformation has been infiltrated initially.

The focus of teaching is to perceive translation and rotation phenomena; Learn to translate figures on square paper.

The difficulty in teaching is to translate the figures on the square paper.

Second, talk about teaching methods and learning methods.

teaching method

1, practical operation method

Grade two students are still in the stage of thinking in images. Constructivism also believes that primary school students' learning mathematics is a process of actively constructing knowledge. The process of students learning mathematics is not to passively absorb the ready-made conclusions in textbooks, but to participate in rich and vivid thinking activities. Therefore, the class designed a series of operation activities, allowing students to have a look, talk and cut everything, and taking part in learning by using various senses, which solved the contradiction between the abstraction of mathematical knowledge and the fact that pupils' thinking relies more on intuition, and promoted the continuous development of students' thinking.

2. Game teaching method

Mathematics Curriculum Standard requires students to learn mathematics in vivid and concrete situations. Therefore, this teaching design focuses on creating picture situations to stimulate students' strong desire for knowledge and consolidate the new knowledge they have learned. Educational psychology also says that games are children's nature. Combined with the abstract teaching content of this course, I take pictures and games as the carrier to introduce the concepts of translation and rotation from the simple to the deep.

learning method

1, situational learning method

Mathematics Curriculum Standard requires teachers to make full use of students' existing life experience, guide students to apply what they have learned to life at any time, solve mathematics problems in real life, and realize the importance of learning mathematics. Therefore, I ask students to find out the objects of translation and rotation from the examples around them, so as to cultivate students' interest in learning and using mathematics in real life.

2, group cooperation method

Through cooperative communication, students can communicate in mathematics, form good mathematical literacy, make students explore, discover and develop in cooperation from their own experience, make students change from passive obedience to active participation, thus forming a classroom atmosphere of equal cooperation between teachers and students, and make teachers truly become organizers, guides and collaborators of teaching activities.

Third, talk about the teaching process

According to the above teaching rules, this course has designed the following four teaching links:

1, physical import, preliminary perception (3 minutes)

The new curriculum standard holds that students' experience is the basis of developing the concept of space. Students' spatial knowledge comes from rich realistic prototypes and is closely related to real life, which is a valuable resource for them to understand and develop the concept of space. Moreover, children's attention is very intuitive and colorful, and it is easy to be attracted by vivid and interesting things, so I used windows and clocks to reveal the phenomenon of translation and rotation from the beginning.

At the beginning of the class, I will guide students to observe the movement of the window on the window, let them describe the movement of the window in their own language and let them draw the movement route of the window by hand, thus forming a preliminary perception of the translation concept. Then, I will show the clock, let students observe the movement of the second hand, and draw the movement route of the second hand by hand, thus forming a preliminary perception of the concept of rotation.

2. Create a situation and feel the experience.

After the students form a preliminary perception, I will create a picture situation to deepen their understanding (using the theme map and pictures in the textbook to reveal the phenomenon of translation and rotation)

Today's constructivism advocates that the world exists objectively, but it depends on everyone to understand and give meaning to the world. We construct knowledge based on our own experience, so they pay more attention to how to construct knowledge based on the original experience, psychological structure and beliefs. They emphasize the initiative, sociality and situational nature of learning. Therefore, I use examples from students' life to create scenes about translation and rotation.

Under light music, I use courseware to show the theme map of this unit to attract students' attention and bring them into the amusement park. Then I ask the students: Are the actions of all kinds of amusement projects in the amusement park the same? Can you classify them according to their different movements? (5 minutes)

In order to let students further distinguish between translation and rotation, I will provide life materials for students to appear on the screen in turn, and then let students distinguish themselves and experience the different characteristics of translation and rotation in comparison.

(3 minutes)

When students can distinguish translation and rotation by looking at pictures, I will let students use their imagination and tell examples about translation and rotation around them so that students can apply what they have learned. (2 minutes)

3. Explore games and consolidate new knowledge.

Piaget, a famous psychologist, said: "Children's thinking begins with action. If the connection between action and thinking is cut off, thinking will not develop. " Moreover, the thinking of senior two students is still in the image stage, and only with the participation of multiple senses can the knowledge they have learned be better consolidated. At the same time, after this teaching, it is the key and difficult teaching of this course. After the first three periods of teaching, many students have felt tired and their attention has dropped. In this part of teaching, I let students create translation and rotation by themselves. Lively and interesting activities can attract students' attention again, which not only deepens students' understanding of what they have learned, but also makes students learn more effectively in the second half of the class.

First, I will play a game with the students. First, I will ask a student to demonstrate and let him listen to my password practice. For example, I said, "So-and-so students translate two seats to the right, then turn around and translate two seats to the left." After I finish the presentation, I can ask a row of students to listen to the instructions, and then the whole class can do it together. This peer-to-peer practice can not only better control the classroom, but also enable students to deepen their experience with their bodies.

(4 minutes)

Then, I asked the students to have a handmade competition about translation and rotation.

4. Situational exercises and heuristic training.

In this practice, I created a situation in which a small fish looks for its mother, so as to stimulate the childlike innocence of students and make them actively participate in the difficult task of translating objects on the square paper.

After I took out the paper, I said, "Hey, this little fish is anxious to find his mother. How should they swim and how many squares should they swim to meet? Meeting needs mouth to mouth. Please help them design the route in pairs and record the route. "

After making students feel the pleasure of moving objects on paper, I continued to stimulate students' curiosity, and then I created a situation where the house would move, so that students could participate in the practice of counting.

Finally, let students summarize what they have learned in this class, change the teaching methods summarized by teachers in the past, and let students internalize what they have learned in time and become their own knowledge.

Fourth, blackboard design.

This lesson adopts the form of intuitive comparison to design blackboard writing. Simple and intuitive design is conducive to students' comparison and memory, helping students understand the overall structure of knowledge and master the connections and differences between what they have learned.

Translation and rotation

Translating to find points → connecting points → moving points.

Radial

The teaching design of the whole class takes students as the main body, closely combines the contents of teaching materials in teaching, follows students' cognitive laws and psychological characteristics, consciously trains, develops students' thinking ability, and makes every student feel the fun of learning.