Reflections on the Teaching of Mathematical Graphics Understanding in the First Grade of People's Education Press (1)
In class, I designed the situation in the dialogue before class, which improved the students' learning enthusiasm. In the lead-in part, I classify common objects according to different shapes by letting students know and observe common objects in life, such as hands-on operation. In addition, I can guide students to abstract the names of triangles, circles, squares, rectangles and parallelograms by observing the different shapes of segmented objects, and draw mathematical content from real life. Through a large number of physical materials provided by teachers, students can feel that they have mathematical knowledge in life and have the most intuitive feeling about these graphics, so that students can realize that "mathematics comes from life." Through group cooperation, the objects are classified, the characteristics of each object after classification are observed, and the names of each object are abstractly summarized. In line with students' cognitive laws. Is there an introduction to the understanding of each diagram? Abstract? Giving the three steps of graphic names is helpful for students to establish the representations of triangles, circles, squares, rectangles and parallelograms on an intuitive basis. By enumerating the objects seen in life, it helps students to closely connect the knowledge in textbooks with real life.
Disadvantages:
1, students are active in class and lack concentration.
2. In the teaching of this course, students' understanding of rectangle is a difficult point. Because there are many shapes of rectangles, it is difficult for students to master them, and the homework I designed is not expandable enough.
Measures to improve teaching:
1, ask the students to list which objects they have seen in their daily life are of these shapes. Linking mathematics with daily life will help students learn divergent thinking, stimulate their interest in learning mathematics and increase their interest in using mathematics.
2. Carefully design exercises. Through group activities, let students experience and feel in the activities, so as to deepen their understanding of the characteristics of various objects.
3. Provide students with sufficient practical opportunities. Through observation, operation and discovery, we can experience the different characteristics of different three-dimensional graphics with our senses, deepen our understanding of various plane graphics, cultivate students' hands-on operation and thinking ability, and let students learn to cooperate and innovate in activities.
Reflections on the Teaching of Mathematical Graphics Understanding in the First Grade of People's Education Press (Part Two)
The goal of Understanding Graphics is to understand three-dimensional graphics such as cuboid, cube, cylinder and sphere through observation and operation, and to initially perceive and recognize the characteristics of graphics. The key point is to distinguish these three-dimensional figures.
In this class, I studied on the basis of reviewing the plane graphics of the course. Before class, let the students go home and prepare some three-dimensional graphics, such as boxes and glass beads. In class, let the students do the operation and divide it. How do you divide it? Why is it so divided? Students are very involved, especially playing small games. Touch them blindfolded and say what you are touching. The students are very interested. At first, individual students appeared on the stage. Seeing that the children are so interested, I let the group cooperate and play games interactively.
After class, I reflect on this lesson. This course allows students to operate by themselves. Through touch, students can intuitively perceive the characteristics of three-dimensional graphics and identify and distinguish them. But some students don't know the name of the cylinder. Cuboids and cubes will be called rectangles and squares. What I have gained most is that children in low classes should study on the basis of strong interest, which will make learning easy and enjoyable. Learning while playing, learning while playing, knowledge can be more easily mastered.
Reflections on the Teaching of Mathematical Graphics Understanding in the First Grade of People's Education Press (Ⅲ)
Understanding three-dimensional graphics is the teaching content of understanding objects and graphics in Unit 4 of the first volume of Senior One. Students are required to know four kinds of three-dimensional graphics (including objects and models), understand their names and characteristics, and correctly distinguish and distinguish four kinds of objects, so as to pave the way for understanding and learning plane graphics in the next step. When preparing lessons, I draw lessons from teachers, consult excellent teaching plans, collect information on the Internet, and design an open and vivid class that conforms to the spirit of the new curriculum standard. Students can use independent and vivid forms such as touch, paste, see, speak and build, operate in groups, try boldly and explore independently. But I didn't expect that at the beginning of class, when I asked the group students to take out the cuboid, cube, cylinder, ball and other objects I asked them to prepare before class, the children played excitedly, and some balls even rolled underground. I made great efforts to keep the children quiet. Then, when I discussed the characteristics of cuboids and cubes in groups, the children touched them with their little hands, but they could not describe them in complete language. At least, the class is over. After class, I made a profound reflection, and felt that the reasons for the failure of this class were as follows:
1, the students are young, with a large number (there are 44 students), and many physical temptations lead to unexpected and uncontrollable situations.
2. Before class, we should strengthen the sense of group cooperation and help each other. Don't be reluctant to take out the cuboids, cubes and other objects we bring and put them together for classification, so that children may not have their own situation.
3. The ability to control the classroom by yourself needs to be further improved.
4. The evaluation methods are not rich enough, and the evaluation language is not vivid, flexible and inspiring enough.
5. The design of questions should be scientific and the language should be childlike. For example, "Let's review the objects around us. What are their shapes? " You can put it another way: "Please think about some things in our house. What are their shapes? "
The following points are relatively successful:
1, the teaching design is clear, so that students' understanding of objects can be gradually advanced from concrete objects to mathematical geometric figures, and practical problems can be solved by applying graphic features.
2. We attach importance to students' subjective position and experience, and create a space for students to explore independently, so that students can gradually explore the characteristics of graphics from shallow to deep and from coarse to fine in a series of exploration activities, making the exploration activities basically effective.
4. The combination of observation, operation, discussion and communication helps students to establish a preliminary concept of space with the support of perceptual experience.
The direction of future efforts:
"The management of classroom discipline" and "the enrichment of teaching evaluation" and "the design of classroom questioning" are my main problems at present, and I will make further efforts to get greater gains!
Guess what else you are interested in:
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2. People's Education Edition first-grade mathematics reflection
3. Thinking about graphic teaching.
4. Thinking about understanding graphics teaching. Thinking about understanding graphics after class
5. Reflections on the first-grade mathematics teaching of People's Education Press.