Mathematics Courseware for Grade Two in Primary School Volume II: "Finding the Right Direction"
Teaching objectives:
1, combined with the specific situation, understand the four directions of southeast, northeast, southwest and northwest, and develop a preliminary concept of space.
2, can use east, south, west, north, southeast, northeast, southwest, northwest to describe the direction of the object, and experience the connection between mathematics and real life.
3. In the process of making the orienteering board, stimulate students' interest in learning and desire to explore.
Teaching focus:
Can identify the other seven directions according to the given direction and go through the process of recognition.
Teaching difficulties:
Guide students to explore and determine the southeast, northeast, southwest and northwest directions.
Teaching aid preparation:
courseware
Teaching process:
First, import
Teacher: Tell me what we learned last class.
Student answers
Teacher: Do you remember the two ways to tell the direction we learned last class? Ask two students to come to the front and use these two methods to identify the direction.
(activity name)
Second, the new lesson
Teacher: In this class, we will continue to learn other knowledge about direction and position and identify the direction.
(blackboard writing topic)
Teacher: Please look at the scene on the big screen. Look at the gymnasium, shopping mall, hospital and post office next to the school.
(Answer by name)
Teacher: Where is the school library?
Student: North.
Teacher: I just said that the gymnasium is in the north of the school. How to distinguish when describing? In fact, it is not enough to describe the direction only by southeast and northwest. Northeast, southeast, northwest and southwest can also be used to describe the direction.
(blackboard writing: northeast, southeast, northwest, southwest)
Courseware display guide board
Find eight directions and give it to the north. Ask the students to write the remaining seven directions.
The courseware gives the first picture again, and asks the students to tell the directions of the remaining four buildings in the school respectively.
Determine the observation point by giving examples, and let the students know that the direction is relative. When determining the direction, we must first find out who the observation point is, and then judge the direction according to the observation point.
Teacher: Now, take yourself as the observation point, find out who you are and communicate with your deskmate.
Third, consolidate and improve.
Practice saying the answer to the first question.
Students do the second and third questions and call the roll.
Fourth, summarize and improve.
What did you learn from this lesson? What did you get?
Verb (abbreviation for verb) homework after class
Make a direction board after class, have a look on the playground, record what is in all directions of the campus, and report to your classmates after class.
Mathematics Courseware for Grade Two in Primary School Volume II: "Finding the Right Direction"
First of all, review the introduction theme:
1. Last semester, we met four directional words together. Who can tell us which ones?
The student said.
2. How do we identify these directions in life?
Students do it.
3. How do we determine the location on the map?
The teacher's courseware shows four directions. Let's have a look.
4. Today, we continue to learn to "tell the direction".
Second, explore new knowledge:
1, teacher's quotation: students are great! In order to reward you, the teacher is going to take you to visit a small school.
The teacher's courseware shows the map of the school and surrounding buildings.
Please observe this picture carefully. What information did you get from the picture? Please think for yourself before communicating with your deskmate. Finally, the teacher will ask students to report to the class.
3. Students report the observed information. The teacher posted the reported building on the blackboard.
4. How to describe it clearly?
The teacher unified the other four directions: southeast, northeast, southwest and northwest.
Please describe the direction in eight words to talk and laugh about the buildings around the school.
Take out the questions in the teacher's courseware and let the students say.
Thirdly, making an orientation board:
1, the teacher shows the direction board and the students watch it.
2. The teacher instructed the production method of the directional board: take out a square piece of paper, first fold it up and down, then fold it left and right, and finally spread the paper out and fold it diagonally. Mark eight directions on the eight creases that appear.
3. Students communicate whose steering board is well done and whose needs to be improved.
Fourth, use the directional board:
1. Identify eight directions in the classroom.
Sit in your seat and tell me who your classmates are.
Comprehensive application of verb (abbreviation of verb) practice;
1, the teacher courseware shows the map of China, and the students observe it.
Ask the students to find Beijing, Jilin, Shanghai, Sichuan and their hometown on the map.
3. Complete the question 1 on page 23 of the book.
Read the second question on page 23 and tell the direction of the building in the picture.
5, the teacher courseware shows pictures, students play games: say what direction the numbers around the little turtle are.
6. Take the students to the playground and let them talk about what is in every direction on campus.
The class summary of intransitive verbs:
1. Besides the examples about direction you learned in class today, what other knowledge or examples about direction have you learned in your life?
2. What impressed you the most in today's class? What do you think is your best performance? What other aspects need to be worked hard.
Seven, homework:
Please design your own road map according to what you have learned today and the route you take home from school every day.
Teaching reflection:
1, I take "Visiting Xiaoxiao School" as the introduction and "What buildings are around Xiaoxiao School" as the guidance, so that students can explore independently and learn actively, and guide them to use what they have learned to solve practical problems and form their abilities.
2. I actively pay attention to students' cognitive background and life experience in teaching design, and create a situation that can guide students to actively participate in teaching, which arouses students' high interest and concern.
3. In order to improve and model the mathematics in life, and abstract the laws and methods of mathematics, I designed an exercise of making a direction board in the experience session.
4. In the process of "Tell me which students around you are in which direction", I ask my neighbors to tell me the direction, so that students can feel the relativity of directions and know that the same thing will be in different directions with different things as the center.