Reflections on the Teaching of Graphic Understanding (1)
Understanding Graphics This lesson is a preliminary understanding of cuboids, cubes, cylinders and spheres. The teaching of this course requires students to practice in actual situations.
Identify these figures, but students are not required to accurately express their characteristics. "Mathematics comes from life and serves life" is based on students' learning.
I used to know some about these three-dimensional graphics, so in teaching, students should observe and touch the graphics from their real life.
Through teaching activities, deepen students' understanding of graphics. The teaching purpose of this course is mainly to let
Students observe the real objects in life, classify them by hand, cooperate in groups, summarize the names of four kinds of three-dimensional graphics, and cultivate students' initial observation, imagination and sports ability.
The ability of hands-on operation and communication can improve students' interest in learning mathematics and make them feel the connection between mathematics and real life.
The better aspect of this class teaching is that I designed the situation in the dialogue before class, which improved the students' learning enthusiasm. In the lead-in, I let students know life and observe it.
Common objects such as hands-on operation are classified according to different shapes. Besides, I can guide students to observe different objects.
The names of sphere, cylinder, cube and cuboid are summarized, and the mathematical content comes from real life. Through a large number of physical objects provided by teachers
With the most intuitive feelings, let students realize that "mathematics comes from life". Through group cooperation, classify objects by hand and observe each one after classification.
The characteristics of an object abstract the name of each solid. In line with students' cognitive laws. Is there an introduction to the understanding of each diagram? Abstract?
Giving the graphic names of the three steps is helpful for students to establish the representations of balls, cylinders, cubes and cuboids on an intuitive basis. Pass and list what you see in your life.
Physical objects help students to closely link the knowledge in textbooks with real life.
Reflections on the Teaching of Graphic Understanding (Ⅱ)
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 Understanding Graphics (Ⅲ)
Understanding graphics is the content of page 16 in the second volume of the first grade of primary school mathematics. In the design and teaching of this course, the teaching is organized around the "three-dimensional goal" and the learning methods of hands-on practice, cooperation and exchange, and active exploration, which better embodies the new teaching concept and teaching behavior and has a strong "mathematical atmosphere".
1, so that children have a pleasant emotional experience in math learning.
In the whole learning process, when children are faced with lovely objects, elves, interesting cuboids, cubes, cylinders and angular learning tools, they are full of joy and interest in mathematics.
2. Let children learn knowledge in activities, cultivate their abilities and develop their thinking.
Through teachers' guidance, independent inquiry and cooperative communication, students have learned rectangle, square, triangle and circle in several activities, and have a preliminary understanding of the characteristics of these plane figures, which can be correctly identified.
Now I ask, "Can you think of a way to show these plain faces to everyone?" After the problem appeared, the children actively used their brains to find ways to "have a look" and "touch" respectively. These valuable thinking highlights fully demonstrate their achievements in mathematical thinking.
When students look for other plane figures on the surface of other objects by themselves or in cooperation, they can find them quickly by the method they just found, and it is easy to realize that they are out of body. Moreover, in the process of exploring cooperation, the ability of observation, hands-on practice, language expression and cooperative communication has been exercised, and the diversity of problem-solving methods and strategies has been realized.
3. Let children realize that mathematics is in life and feel the beauty of mathematics.
After learning new knowledge, children are obviously excited when students look for plane graphics in their lives and use them to form beautiful pictures. They all think that mathematics is not only useful in life, but also beautiful!
4. Strengthen the guidance of students' learning methods, so that students can learn independently.
In the teaching of this class, although I also attach importance to letting children learn independently, cooperatively and exploringly, due to the characteristics of children's age and knowledge structure, the methods that children think of when looking for curved surfaces on objects are not comprehensive and accurate enough. In the future teaching, we should also strengthen the guidance of children's learning methods and cultivate their ability of inquiry learning.
Through these reactions of students, I really feel that mathematics teaching under the new curriculum reform must start from children, be brave in pioneering and innovating, and create various practical activities that children like. Let them increase their knowledge and gain various abilities in the activities.
5. The construction of basic mathematical model is introduced emphatically.
In teaching, teachers always organize teaching around the characteristics of "plane graphics" and guide students to reveal the essence of plane graphics in different ways? Feel the "plane" on the object.
6. Pay attention to students' learning experience. Teachers use inspiring and varied language to constantly adjust the classroom atmosphere, enhance learning confidence and give students a positive emotional experience.
7. Respect the teaching rules and creatively handle the contents of teaching materials.
The last exercise of the textbook is to let students cut out rectangles, squares and other shapes of different sizes from the paper to spell out a beautiful picture. I asked the students to go home and start work, first cut and then spell, and then communicate with the class. The next day, the students took out their own works and were very happy to see beautiful pictures. Some of them are spelled out according to the patterns in the book, and some of them use their own brains. So I put the students' works on the exhibition platform for students to see.