Reflection on the teaching of area 1 meaning The teaching goal of this course is to make students know the meaning of area through observation, operation and other activities; Let students learn to compare the size of the surface or plane figure of an object; In learning activities, experience the connection between mathematics and life, exercise mathematical thinking ability and develop the concept of space; In the process of comparison, students can actively explore various methods, gain successful experience, and stimulate students' interest in further study and exploration.
Through the teaching of "the meaning of area", I have the following thoughts:
First of all, by speaking, I create a dignified scene, connect with what students see and hear, and prepare for learning new knowledge.
Secondly, in the teaching process, I can pay attention to the cultivation of students' language expression ability. When students speak, they can further understand the meaning of area through imitation and knowledge transfer, and then visualize, concretize and visualize abstract mathematical concepts, so that students can form correct and clear cognition in their minds.
Thirdly, I start with life, let students know the palm surface and find the surface of the object in life, so as to perceive the size of the object, reveal the surface area of the object through the comparison of the surface size, then draw a plane figure through the shape of the surface of the object, and then draw the area of the plane figure through comparison. In this way, the layers are deep and interlocking, so that students can unconsciously understand the meaning of area and have a natural feeling.
Fourthly, when explaining the method of comparing area size, I provided a space for students to learn mathematics and communicate.
After the lesson "The Meaning of Area", I also found some places that need to be improved and strengthened:
1. Mathematics is scientific and the language is standardized. Although I have noticed the cultivation of students' language expression ability, when students tell what the area is, the language expression is incomplete, and the cultivation of mathematics language expression ability should be further strengthened in future education and teaching.
2. In the perception of the size of the area, the size of the area for the first time should also allow students to practice more and touch more, so that students can touch it appropriately and concretely, so that students can understand the meaning of the area and know the size of the area.
3. The teaching of the whole class is very dull, without waves, ripples, passion and climax, and it is not enough to control the classroom and adjust the atmosphere.
4. Through the teaching of the course "The Meaning of Area", I feel that what students say is not enough. Try to let students talk more, trust students and give them more opportunities.
5. Not commenting on the right or wrong of students' homework in time.
The concept of area is abstract, which will be difficult for students to understand. In order to let students better understand and master the abstract concept of "area", I start from life and let students perceive the size of objects through activities such as comparison and touch.
I started by comparing the palm size with the children in my class, and compared the cover size of my math book with my own, so that they could initially feel the size of the object, and also let them realize that through overlapping and observation, we can intuitively compare whose face is bigger and whose face is smaller. With this perceptual knowledge, I will transition to the comparison of the size of plane graphics. Students further feel that the original plane graphics are also large and small, so as to summarize the definition of area by themselves. This method of understanding concepts through activities will link this abstract concept with concrete examples in life and deepen the understanding of the opposite products. In this way, the layers are deep and interlocking, and students unconsciously understand the meaning of area.
At the beginning of the comparison, students can directly see whose area is large by observation. When I show two squares and rectangles with similar areas, I ask the students to explore the methods of comparison by themselves. Some students use a ruler to measure the area calculation formula of a long square; Some students use overlapping method to find; By default, students also need to draw small squares or print small squares to draw conclusions. When the whole class is communicating, the students express their opinions and share their ideas with you. Students have developed their own methods of comparing areas.
Finally, in practice, we can also choose the best among the best, and see the role of small squares in area comparison, which paves the way for using small squares to understand the area in the next few classes, which is more acceptable to students than blunt indoctrination. Students have better consolidated the basic characteristics of the region. In this way, perception has risen to rational knowledge, from knowing what it is to knowing why. In the process of learning, students have a better initiative and a harmonious learning atmosphere.
Reflection on the Significance of Area Teaching The third part "The Significance of Area" is the content of the first lesson of Unit 9 "The Area of Rectangle and Square" published by Jiangsu Education Publishing House. This part combines specific problem situations, and helps students understand the meaning of area through activities such as observation, operation and comparison, and initially learns to compare the size of an object surface or a plane figure through observation, superposition and counting squares. Before this, the students have preliminarily understood the characteristics of rectangle, known the meaning of perimeter, and mastered the calculation method of perimeter of rectangle and square. Helping students to establish and understand the concept of area in this lesson is not only the teaching focus of this unit, but also the teaching difficulty. It has become a difficult point in teaching because the concept of area is more abstract than the concept of length, and the method of determining the size of area is not as simple as determining the length. In addition, the concept of length established by students before will also interfere with the establishment of the concept of area. Therefore, it takes a long time to establish and form the concept of area, which naturally requires students to gradually understand and deepen their understanding in different problem situations and activities. After that, students will also learn the area units, the area calculation of rectangles and squares, and the propulsion rate between adjacent area units. Learning this part well will help students correctly distinguish the meaning of perimeter and area, know the common methods of comparing the sizes of objects' surfaces or plane figures, and prepare for learning area units and area calculation.
By reading the textbook, we can understand the students' existing knowledge and experience, and combine our own understanding to design the concept of "area" based on "vegetable field selection". In the meantime, students will mention the circumference. On the basis of respecting the teaching materials, I infiltrated the difference between "perimeter" and "area" into the problem to guide students to perceive the difference. Next, through the activities of finding, touching, comparing and drawing, we can further understand the meaning of area, and through the activities of observation, imagination, operation, estimation and intuitive inference, we can preliminarily master the different methods of relatively simple plane graphic area size.
First, I listened to the story and asked, "Why did the fox choose the first piece of Cai land?" Today, the introduction of new curriculum content has stimulated students' interest in learning and thirst for knowledge. In this way, students enjoy it and achieve a good preset effect. In this link, I designed two links. The first link is that if the students say that the fox chose vegetable field 2 because of its growth weeks, then show the length and width of the two vegetable fields and calculate their perimeters. Through specific data, let students realize that the perimeter can't measure the size of vegetable fields, which leads to the word "area". The second link is that if the students directly say that the area of the second vegetable field was chosen by the fox according to their common sense, then let the students directly touch it. What does the area of vegetable field 2 mean, which leads to today's topic "the meaning of area"
Second, students can find familiar objects in the classroom, touch their surfaces and choose two objects with larger surfaces and smaller areas. In this link, it is pointed out that "the size of the blackboard surface is the area of the blackboard surface". By repeatedly asking "whose surface area is its surface area" and "whose surface area is its surface area", students can deeply understand that the surface area of an object is its surface area. During this period, we should not only affirm the students' correct answers, but also give the students who answered the wrong answers an opportunity to explain, so that students can realize their mistakes in the process of explanation, so as to have a deeper understanding of the significance of the area.
Thirdly, in the process of exploring and comparing the rectangular and square areas of contour plane graphics, I let students learn to compare the areas by observing, overlapping and finding a standard method through hands-on operation. However, in the comparison of rectangular sizes with different heights, students will find that it is no longer possible to compare by observation and overlap. I took out the square paper directly and didn't tell the students what to do. I didn't handle this link well, so students should be able to say that the standard just now is no longer suitable for measuring and comparing the size of two plane figures, and we should find a more suitable standard-small square to measure and compare the size of plane figures.
Fourthly, through corresponding exercises, students' understanding of the meaning of area can be further consolidated, and the size of plane graphic area can be compared by counting squares.
In the future, I will continue to strengthen professional knowledge, improve the quality of teaching, make teaching meet the needs of students, and let every student grow and learn by asking questions.
The Significance of Area: Teaching Reflection IV. The realistic foundation of students
Students have been exposed to some plane graphics in the first semester, the second semester and the third semester, and can calculate the perimeter of plane graphics, know and understand the meaning of perimeter, know rectangles and squares, and understand their characteristics. Preview design just asks students to say "What is the size of the blackboard" and "What is the size of the class desktop?" Wait, students don't have very intuitive feelings. Through this preview, I think students have seriously confused "perimeter" and "area". So the following teaching was carried out.
Second, the presupposition and adjustment of the teaching process
1. Find the circumference and surface area of an object.
At the beginning of the class, I showed the topic directly, and the students asked: What is the area? "What's the difference between perimeter and area?" Teacher: Let's get to know this area together in this class. First of all, let the students talk about their own understanding of the area, and point to the blackboard as an example. The students came up with three in a row, all referring to the circumference. Although the following students know it is wrong, they don't know how to express it in words. So I asked the students to do exercises at the end of the book. First, I drew the boundary of the object and asked, "What is an object?" Obviously it is the circumference; Then let the children draw the surface of the object and ask, "What are you drawing now?" Student: "The surface of an object."
Teacher: "The size of the surface of an object is the area of this object." For example. Through such intuitive operation activities, which areas can students distinguish clearly? Through examples, we can further understand the following abstract sensibility.
Step 2 compare perimeter and area
Perimeter refers to the length and area, refers to the size of the face, there is no comparability, but it is intertwined in the child's mind. After establishing enough appearances, it is particularly important to compare them in time. Let the children talk about the circumference and area just now. Is it the same?
3. Method of establishing preliminary comparison area
Textbooks are compared twice: one is to compare the size of the desk with the cover of the math book. As long as the students see it, we call it observation; Second, the size comparison of two rectangular papers with similar sizes must be carried out by "measuring" or overlapping.
Third, the existing problems and countermeasures
The confusion of the concepts of perimeter and area is expected, because the transition from one-dimensional space to two-dimensional space is a cognitive leap and requires a process, and the design of preview scheme is too abstract. We should start with simple and intuitive representations, let students draw them first, and then reveal the concepts with the support of rich representations.
Reflection on the teaching of the meaning of area Article 5 This lesson mainly lets students know the meaning of area.
When teaching, use students' existing knowledge and life experience to help students understand the meaning of area. Students have rich experience and understanding of the surface size of objects in their lives. Students know the meaning of area in time by touching, observing, comparing and talking. Students directly use "area" to further observe, compare and describe.
Pay attention to the comparison of the area size of plane graphics, and improve and strengthen the understanding of the meaning of area in the comparison. Students have more life experience in understanding the surface size of objects, but they are relatively unfamiliar with the size of plane graphics. In teaching, students are inspired to use different means and methods to compare the size of plane graphic area, and grasp the meaning of area from different angles and levels, so as to lay a good foundation for subsequent study.
On the Significance of Area The teaching thinking of Part VI "The Significance of Area" is the basis for students to learn the area unit and the formula for calculating the area of plane graphics in the future, so the study of this lesson has a great influence on students' subsequent study. The teaching goal of this course is to let students understand the meaning of area through observation, operation and thinking, and learn to compare the area between the surface of an object and a plane figure. In learning activities, we can experience the connection between mathematics and life, exercise mathematical thinking ability, develop the concept of space, and stimulate interest in further study and exploration.
I created four links in this class:
First, create a situation and understand the meaning.
Second, the operation practice, compare the size.
Three, layered practice, comprehensive application.
Fourth, the whole class reviews, summarizes and extends.
In the first link, I will introduce the story first, so that children can initially perceive the size of the area through the way of two brothers enclosure in the story.
Then let the students look at the table tennis table, lotus leaf and beautiful lake in the courseware. Then let the students find the faces in the classroom and realize that everything has faces.
Compare-compare the blackboard surface with the textbook cover, which is bigger and which is smaller, and realize that the surface of each object has a certain size.
Listen-understand the meaning of "the size of the blackboard surface is the area of the blackboard surface, which is larger than the area of the textbook cover", and the meaning of the first perceived area.
Touch-touch the cover of the textbook and the class desktop to experience the objective existence of these surfaces and feel the size of their respective areas.
For example-for example, the surface area of objects, compare their sizes.
Through these activities, students can fully feel that the size of the object surface is the area of the object surface. Let the students form a preliminary concept of area.
Then we can know the area through the plan.
Show these plane figures (square, rectangle, triangle, circle). Let them recognize the figures first, then point to their faces, and then let them compare the sizes, saying that the size of each figure is their respective area.
Students fully feel that the size of the plane figure is the area of the plane figure.
The second part of teaching is the difficulty of this lesson, and it is necessary to compare the size of the graphic area. First, let the students compare the area of two kinds of colored paper in groups. Students report while demonstrating, some use observation method, and some students think of overlapping method (the demonstration of courseware shows the process to students).
Then who is the bigger and smaller area of these two pieces of paper? Some students think that yellow paper has a large area. Some students think that red paper has a large area. Opinions vary, and no one can convince anyone, so I caught "whose area is large?" This contradiction is put forward to the students: let's verify it, shall we? This puts students at the center of contradiction, arouses students' desire to explore, gives students a broader exploration space and activates students' thinking.
At this time, some students thought of measuring with the learning tools in their hands, so they began to practice in groups, some with small rectangular paper strips, some with small square pieces, some with rubber and other things around them, and some with square paper prepared before class. Finally, by organizing reports, they guide students to sum up three commonly used methods: observation, overlapping and measurement.
The fly in the ointment in the design of these two links is that there are few timely summaries and timely exercises that emphasize the difference and contrast between perimeter and area, which makes the concept of area in this lesson not strengthened. We should reduce the perimeter and increase the area.
Teaching Reflection on the Meaning of Area 7 This lesson is to guide students to understand the meaning of area through independent observation, operation, estimation and intuitive reasoning in a specific situation, and to understand that area refers to the size of the surface of an object. In the actual "touch" activities, students can understand the difference between the meaning of area and perimeter, and make a good preparation for the later class. In the exercise, I ask students to compare the given graphic area with their own graphic area, and pay attention to inspire students to use different means and methods to compare. Through comparison, students' understanding of the concept of area is enriched, and students can understand the most basic method of measuring area, that is, measuring with the same unit.
In teaching, we should not only focus on the teaching materials, but also consider the actual situation of students on the basis of mastering, analyzing and studying the teaching materials, reprocess and integrate the teaching materials, and creatively use the teaching materials to make them suitable for students' learning. When I let students know the area of an object, I didn't simply take out two pictures in the book for them to observe. Instead, let the students observe how the teacher touches it with his hands, which part of an object it is, and make them curious and try to touch it by themselves. Then, under my guidance, students will find it in their own way. In the process of systematic touching, speaking and searching, students not only deepen their understanding of knowledge, but also initially perceive a method of learning mathematics.
The significance of regional teaching reflection 8 The first two topics in self-study navigation are very simple, and students can use the knowledge they have learned before to solve them. The last question needs to be previewed before asking questions. The study of area is the first contact of students, which is relatively difficult. In order to let students better understand and master the abstract concept of "area", I introduce it by means of envelope, which not only helps students distinguish the perimeter from the area, but also leads to the area naturally. Students who preview carefully can put forward the problems to be solved in this class, which embodies the classroom teaching mode of "being good at asking questions" in our school. Then starting from my life, I feel the size of the object surface, make a preliminary comparison of the size of the object surface, and reveal the area of the object surface through the comparison of the size of the object surface. Then through talking and touching activities, we can form an understanding of the meaning of area. In this way, the layers are deep and interlocking, and students unconsciously understand the meaning of area. When comparing the teaching area, the junior three students have certain practical ability and the ability to transfer old and new knowledge. When comparing the teaching area, group discussion, communication and hands-on exploration are the main methods to enable students to master the common comparison methods. The purpose of this teaching design is to make students fully and actively participate in the learning process, so that different students can get different development in mathematics learning and their personalities can be publicized. Let students experience the whole process of knowledge formation, deepen their understanding of the meaning of area, and cultivate the consciousness of analysis, comparison and cooperation. When strengthening practical teaching, students are mainly allowed to use the method of comparing area flexibly. Especially the design of 16 square axisymmetric figure, the open practice is to let students consolidate and apply what they have learned in this lesson.
After this class, I also found that there are many places that need to be improved.
1. Although I attach great importance to the cultivation of students' language expression ability, the language expression is incomplete when students say what the area is. In the future education and teaching, we should further strengthen the cultivation of mathematical language expression ability.
2. In the perception of the size of the area, the size of the area for the first time should also allow students to practice more and touch more, so that students can touch it appropriately and concretely, so that students can understand the meaning of the area and know the size of the area.
3. The teaching of the whole class is very dull, with no waves, no passion and no climax. It is not enough to control the classroom and adjust the atmosphere.
4. Through the teaching of the course "The Meaning of Area", I feel that what students say is not enough. Try to let students talk more, trust students and give them more opportunities.
5. Teaching content can't be limited to the surface of textbooks. For example, when practicing thinking and doing exercise 2, students should be given a language environment to practice speaking. Sichuan province is much bigger than Jiangsu province, and the area of Anhui province is similar to that of Jiangsu province ... This kind of training not only consolidates students' understanding of the meaning of area, but also connects their existing knowledge and enriches their language.
Reflection on the teaching of the meaning of area 9 The content of this lesson today is "the meaning of area". Combined with specific problem situations, let students understand the meaning of area through observation, operation, estimation and intuitive reasoning, and learn to compare the sizes of plane figures of objects.
Use students' existing knowledge and life experience to understand the meaning of area in teaching. Choose familiar objects around students, such as exercise book cover, textbook cover, desktop and blackboard, so that students can understand the meaning of area on the basis of touching, watching, comparing and speaking. For the comparison of the sizes of two plane figures (a rectangle and an equilateral square prepared before class), let the students estimate first and then verify. Students can use different means and methods to compare, (overlapping method, measuring with a ruler, and then overlapping comparison after folding (pay attention to which side of the rectangle is folded when folding), and compare with the same paper (I give students a square paper, a rectangular paper and a small paper before class). Through group communication and reporting, students can grasp the meaning of area from different angles and levels, thus. Students can understand that the key to comparing the area size by counting squares lies in the number of squares contained in it, which also makes some preparations for exploring the relevant area calculation formula later. In the exercise of thinking questions, students can draw a picture, that is, "laying floor tiles", and count how many such square bricks are needed to know which open space needs more square bricks. Make students feel the connection between mathematics and life, experience the life of mathematics, exercise their mathematical thinking ability, develop the concept of space, and stimulate their interest in further study and exploration.