Article 11 Talking about teaching materials
Teaching objectives:
1, knowledge and skill goal: to experience the positional relationship between the upper and lower parts, which can be expressed in accurate mathematical language.
2. Ability goal: cultivate students' ability and imagination of observation, analysis and generalization, and develop students' spatial concept.
3. Emotional goal: to experience the close connection between mathematics and life and the happiness of mathematics learning in interesting classroom activities, and to develop the behavior habit of hospitality and respect for elders.
Teaching focus:
It is the students who describe the relationship between the upper and lower positions in their own language.
Teaching difficulties:
Is to understand the relativity of the relationship between the upper and lower positions.
According to the age characteristics of first-year students, in order to stimulate students' interest in learning and cultivate students' autonomous learning ability, I implement teaching in this way.
Secondly, talk about the teaching process.
In the teaching process, I designed the following five steps:
(A) situational introduction to stimulate interest
In this link, I asked the students to find homes for small animals, and combined with the students' existing life experience, I determined the positions of birds, rabbits and squirrels. The purpose of creating this situation is to attract students' attention, stimulate students' interest in learning and lay the foundation for top-down learning.
(B) reveal the theme and explore new knowledge
The courseware first shows two small animals, then leads the students to talk about the positional relationship between the two animals, and then leads the students to talk with "who is above who is below who". Because of the relativity of the upper and lower relations, when there are three small animals, students may not be able to describe their positions accurately. In order to solve this teaching difficulty, I ask students to discuss before reporting, and then I use courseware to guide students to observe. When compared with rabbits, squirrels are above rabbits, and when compared with birds, squirrels are below birds. This helps students to accurately construct the concept of up-and-down position relativity, and then leads students to say that if three small animals are compared, the bird is above, the rabbit is below, and the squirrel is between the bird and the rabbit. In order to let students feedback their new knowledge in time, I will exchange the position of the bird and the squirrel, then let the students talk about it, and then guide the students to sum up: when we describe the positional relationship of an object, we should be clear about who it is compared with and say it. Design intention: Use the animation that students like to introduce, first solve the positional relationship between birds and rabbits, and then solve the positional relationship between birds, rabbits and squirrels from shallow to deep, so as to effectively guide students to master new knowledge.
(3) Practice and consolidate new knowledge.
In order to make students feel that mathematics is around us, I use local materials. First of all, according to my prompt, let the students set up their math books, exercise books and pencil boxes and talk about their positional relationship. Then ask the students to pose and talk to each other.
Pupils like to play in middle schools. To this end, I designed a mask game. I used a children's song: "Point Soldiers, Point Soldiers" to do with my classmates, and then randomly selected an organ on my face, and asked my classmates to describe the position of the organ on my face with "()" above () or "()" below () ". Let students experience the mathematics around them and form the thinking habit of seeing the world from the perspective of mathematics. Happy treasure hunt, I designed the problem-solving steps into a kit to guide students to solve the mystery with the way of thinking of exclusion. First of all, the first move; (Courseware demonstration) In this way, students exclude the box1; Then (courseware display) the second trick: finally let the students find the treasure. Design intention: Stimulate students' interest with treasure hunting activities, and further deepen their knowledge in the process of treasure hunting.
(d) Apply what you have learned and deepen new knowledge.
The last program is happy housing allocation, expansion and promotion; In this activity, I asked the students to discuss and explore in groups, and then each group posted the animal's head on the "house" that had already been prepared. In the group, I first use the exercise "Up and Down" to talk about the positional relationship of animals and the reasons for this arrangement. Then, each group sent representatives to show their works. Design intention: This activity cultivates students' cooperative learning and innovative consciousness, and enhances students' ability to solve practical problems.
(5) Summing up experience and raising awareness.
Learning to sum up and reflect is a good habit of learning, so before the end of this class, I designed such a situation, the night sky, the bright moon rising, soothing music playing, and summing up experience in a relaxed and happy environment.
By guiding students to summarize, I have deepened my understanding of the relationship between superiors and subordinates, understood that I should develop the habit of being polite to guests, and gradually cultivated my ability to learn to reflect and summarize.
(vi) Evaluation methods
Finally, talk about the evaluation method and blackboard design of this class. I adopted the evaluation methods of teacher evaluation, self-evaluation and class mutual evaluation. In particular, the teacher commented that I designed a lovely Christmas tree and hung gifts on it. Because many gifts have their own positional relationship, I asked the students who performed well to take the gifts above or below the designated gifts. For example, I will say to my children, "Please take a present under Santa Claus", which can arouse students' enthusiasm. Seven, blackboard design:
Try to be concise on the blackboard and show the students the key points of knowledge. In the classroom, the initiative of learning is completely given to the students. Students will learn, enjoy learning and combine learning with activities. Students always learn by moving their eyes, thinking, expressing and practicing. Students participate in a wide range, learn easily and happily, and learn well.
Chapter 21, Talking about Teaching Materials
Brief analysis of teaching materials;
In the new curriculum standard, the specific goal of developing students' spatial concept in each learning stage is clearly pointed out. This unit is to let students experience the position and order before and after, up and down, left and right in specific activities, so as to initially cultivate students' spatial concept, which belongs to the first learning period of cultivating students' spatial concept. The content of "Up and Down" is learned by students after learning the position and order of "Before and After". We will continue to train students to learn to correctly describe the positional relationship of objects with up and down, and then initially develop students' concept of space, laying a solid foundation for future development.
Teaching objectives:
1. Understand the position and order of "Shang Xia" in specific situations, and further cultivate students' spatial concept.
2. Understand the relativity of "up and down" position.
3, can use language to express the "up and down" position relationship of the object in the actual situation.
Teaching focus:
Can use language to express the "up and down" position relationship of objects in actual situation.
Teaching difficulties:
Understand the relativity of "up and down" position.
Teaching aid preparation:
Multimedia courseware, textbook, pencil case, eraser
Second, talk about teaching methods and learning methods.
In this lesson, students should gain relevant experience in the process of specific activities, not just as knowledge points, but on the basis of existing experience, so that students can gain experience and understanding. Combined with the characteristics of the first-year students in this class, such as liveliness, thirst for knowledge and rich learning materials, I designed the following teaching methods and learning methods, which not only pay attention to choosing flexible teaching methods, but also pay attention to guiding students to learn methods.
Create situations and visualize methods. Create a scene in which small animals participate in forest dance, guide students to observe the theme map, and let students intuitively understand the positional relationship of the three animals, experience the positional relationship between the upper and lower parts, and understand the relativity of the positional relationship between the upper and lower parts.
The new curriculum standard especially advocates students' hands-on operation ability. Through activities such as teachers' passwords, students' placing objects, and allocating houses to animals, students can deepen their understanding of the positional relationship and relativity of "up and down" with their hands, mouths and brains, initially develop the concept of space and cultivate their sense of application.
Third, talk about the teaching process
The first link: wonderful introduction.
In order to attract students' attention and stimulate their interest in learning, I designed to say the opposite words into the new lesson: big-small, more-less, front and back, left and right, up and down, and I led to the topic: "Up and down".
The second link: situational inquiry, experience and comprehension.
Observe and think. First, guide the students to observe the theme map, carefully observe the position of the bird and the rabbit, and let the students talk freely about where the bird is in the rabbit and where the rabbit is in the bird, so that the students can understand the positional relationship between the top and bottom.
Then introduce the squirrel and think: Where is the squirrel standing? Let the students experience that the relationship between upper and lower positions is relative, because the reference objects are different. Then ask the students to describe the correct position of the squirrel, so as to realize the relativity of the upper and lower positions.
Because understanding the positional relationship and relativity between the upper and lower parts is the focus and difficulty of this lesson. At this time, teachers need to play a guiding role and give appropriate explanations, which is very helpful for students to understand new knowledge. )
The third link: apply new knowledge and solve problems.
In this link, I designed a series of activities to let students learn to apply new knowledge to solve problems.
Listen to the password and set things. Everyone is required to prepare math textbooks, pencil boxes and erasers. When the teacher gives the password and the students put things away, they can design the following passwords: the math textbook is on the desktop, the pencil box is on the math textbook, the eraser is on the pencil box and so on. Allocate houses to animals. Activity requirements: first guide the students to understand the meaning of the question, and then decorate the house for the small animals according to their own wishes. Activity form: Students can cooperate in groups. After the placement, talk to the students in the group about how to arrange it, and talk about their relationship and order. This can cultivate students' operational ability and problem-solving ability, and at the same time enhance their awareness of communication and cooperation.
The problem of treasure hunt not only reviews the concept of up-and-down relationship, but also helps to cultivate students' reasoning ability.
Arrange accommodation. This is a difficult topic, so there is no uniform requirement. The purpose is to cultivate students' simple spatial reasoning ability. Different requirements can be put forward for students at different levels. In the process of feedback, properly guide students to tell their own reasoning process in an orderly way. Through the teaching of the above three links, I think students can play the main role, students are willing to learn and take the initiative to participate in mathematics activities, and students' spatial concept can be initially cultivated to achieve the expected goal.