The following are four teaching reflections on "cuboid cognition" that I collected for you, for reference only!
Reflection 1: Reflection on rectangular cognitive teaching
The understanding of cuboids and cubes is the first content of Unit 3 in the second volume of fifth-grade primary school mathematics by People's Education Press. On the basis of students' preliminary understanding of rectangles and squares, this unit further systematically studies the relevant knowledge of cuboids and cubes, laying a good foundation for further understanding other three-dimensional graphics and learning related calculations. The content of this lesson mainly explores the characteristics of cuboids, so as to prepare for studying the surface area and volume of cuboids and cubes later.
On the basis of thoroughly understanding the textbook, I have determined the following teaching emphases and difficulties: mastering the characteristics of the face, edge and vertex of a cuboid and knowing its length, width and height are the key points of this lesson; The difficulty lies in forming the concept of cuboid and developing students' concept of space. In view of the characteristics of geometry knowledge teaching, pupils' thinking in images and weak spatial concepts, I have asked students to practice many times in this course, so that students can accumulate spatial concepts in practical operations such as taking a look, measuring and touching, let all kinds of senses participate in activities, enrich perceptual knowledge, master the characteristics of geometric shapes and accumulate spatial concepts, and use multimedia courseware to tutor teaching. Through a series of orderly activities, students' abilities of speaking, doing and thinking are cultivated, so that students' observation ability, operation ability and abstract generalization ability are gradually improved and students are taught to learn.
Deficiencies in teaching:
1, I guide students too much and let go too little. The time given in the process of studying and exploring cuboid features is too hasty, and some students have not done enough research.
2. Listening and feedback between teachers and students in the classroom, and grasping the natural generation in teaching should be observed and captured from the nuances.
3. The design of exercises should be more comprehensive, solid and ingenious.
In the future teaching, I will pay more attention to the division of labor and operational guidance for students in group cooperative learning to improve the effectiveness of group learning.
Reflection 2: Reflection on rectangular cognitive teaching.
The design of this lesson begins with reviewing the original knowledge. Students have a preliminary understanding of the cuboid in the third grade textbook, so I arranged preview homework in advance, arranged for students to make cuboids and asked them to find the characteristics of cuboids from three aspects: face, edge and vertex. In the teaching process of example 1, the characteristics of cuboid are supplemented and perfected by combining the physical objects and the findings of students' preview, which is beneficial for students to learn the content of this lesson and this unit.
In the teaching process, students should be guided to see, touch and measure the surface of a cuboid intuitively. By using the stick in the learning tool, students can find that the two surfaces will be square under special circumstances. Make use of the link of group cooperation to spell out the opposite faces, so that students can understand that the opposite faces are exactly the same, so that students can perceive that 12 edges can be divided into three groups according to their length, and four edges in each group are opposite and equal in length. In the process of hands-on operation and mutual discussion, students deeply understand the characteristics of cuboids and experience the fun and sense of accomplishment of learning. After intuitive observation and operation, the teacher taught the drawing method of straight view again, and introduced the drawing method of cuboid from an intuitive object, so that students can know that cuboid can only see three faces because of the angle of view, so as to understand why they draw perspective views like this, and strengthen their proficiency in drawing straight views through practice. In the back Classroom exercises? And then what? Class summary? In the link, teachers use the form of students doing questions and teachers commenting, so that students can see their own shortcomings more clearly, so that they can use their spare time to check and fill in the gaps and learn better.
Reflection 3: Reflection on rectangular cognitive teaching.
Infiltrate mathematical methods into students' teaching. Students will encounter problems in every class. As a teacher, we should infiltrate some methods to solve mathematical problems in teaching, and then form basic strategies to solve problems and cultivate students' practical ability and innovative spirit. In classroom teaching, I use various learning tools and teaching AIDS to mobilize students' multiple senses to participate in teaching, so that students not only understand knowledge, but also master some mathematical methods. In the whole teaching process, I create scenes by guiding the way, provide information, materials and emotional exchanges, etc., so that students can keep on? Experience? Medium? Acquire knowledge and develop ability? . Use? Try it? 、? Compare? 、 ? Do it. And other ways of experiencing it, right? Abstract? Rise to the specific? Reproduction? Make it a rich thinking activity. Are students like this? Experience, know, experience and know again? In experiential learning, because each student has a different understanding and experience of what he wants to learn, his thinking is independent and unique, and it is easy to create a spark, and his innovative potential can be developed conditionally. In experiential learning, through communication and discussion, each student can get a new way of thinking from other students, and each student can fully express himself. Students' thoughts, abilities and personalities are developing. Every student has achieved self-realization at different learning levels, and the students' experience is also developing. In the teaching of this course, students feel that solving problems requires some methods and strategies, so that they can experience the fun of mathematics in the process of using methods.
Stimulate students' process consciousness in teaching. In teaching, we should let them feel, understand, form and develop step by step through some exploratory practical activities. Geometry is very abstract. In classroom teaching, students can experience three-dimensional graphics by touching with their hands and observing with their eyes, and finally abstract a cuboid step by step and summarize its characteristics. This has made students experience it? Observation, thinking and practice summary? This inquiry process. In the whole process, from observation and thinking to discussion, operation and exploration, every student actively participated and experienced the whole process of exploring the edges, vertices and characteristics of a cuboid. Only in this way can students maximize their creativity and generate sparks of innovation.
Reflection 4: Reflection on rectangular cognitive teaching.
How to make well-designed math activities more effective is a concern of every teacher, and I am no exception. Through the teaching of this class, I deeply feel that in order to make the math activities we designed more effective, we must work hard on the details and study the teaching materials.
1, strengthen the guidance for students to learn the law.
The formation of students' spatial concept is based on observation, perception, operation, thinking and imagination, in which actual observation and operation are the necessary links to develop spatial concept. This lesson designs an exploration activity to guide students to discover the characteristics of cuboids through hands-on operation and group cooperation, and through cutting, comparison, measurement and description. Then through communication, the characteristics of cuboids and cubes are gradually summarized. In the summary after class, let the students summarize these methods of learning graphics again, so that each child can accumulate the methods and experience of learning graphics.
2. Work hard on the design of each teaching link to make every minute in the classroom come alive.
① Whether the length, width and height of a cuboid, as the names of all parts of a cuboid, have more profound significance for fifth-grade children. In this class, I designed a math activity to let students imagine which edges should be kept at least to imagine the shape and size of the original cuboid. Under the guidance of the teacher's carefully designed organization, observing, operating and imagining the coordination of various senses, length, width and height are still not a name, but an important factor that determines the shape of a cuboid. At this time, long, wide and high teaching will naturally come. In this link, students' imagination, observation, analytical ability and spatial concept can be effectively developed.
② Carefully design exercises to maximize their effectiveness. There are many contents taught in this course and many activities operated by students, so the exercises should be designed well. How are you? And then what? Coincidence Yes I only designed one exercise, but this one covers all the key points and difficulties in this class and gives full play to the role of the exercise.
3. Cultivate students' rigorous academic attitude, and everything should be well-founded. Teachers should not only pay attention to what students found, but also let students talk about how they found it and help students accumulate methods to study graphic problems. Under the guidance of teachers, while observing, operating and imagining, let students realize that length, width and height are definitely not just the names of parts of a cuboid, but important elements that play a decisive role in it. Because there are a lot of Protestant contents, the exercises are simplified, and the key and difficult points of the whole class are concentrated in one problem, which is a bit comprehensive. In the summary after class, pay attention to students' summary of learning methods, so that students can learn graphics clearly through observation, counting, measurement and comparison.
4. Disadvantages.
At first, let students look for cuboids and cubes in their lives. Some students said that the TV, pencil box and other irregular cuboids were still at the level of each class, and the teacher failed to correct them in time. After learning the characteristics of cuboids, we have to go back to the example just mentioned and verify that they are cuboids. So as to deepen the understanding of cuboid features again.
② The characteristics of cuboids and cubes are completed through students' reports and exchanges, and their knowledge is scattered. After introducing all the features, students should be guided to have an overall understanding of the features of cuboids.
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