Reflection on road map teaching 1 "Mathematical knowledge, thinking and methods must be understood and developed by students in actual mathematical activities, rather than relying solely on teachers' explanations". Advocated by the mathematics curriculum standard.
In this lesson, students need to know a simple route. Is it really that simple? that this is not the important question. It is meaningful to learn mathematics flexibly. Looking back at many examples in our life, the function of road map is to use it when running away, taking public transportation and visiting.
These are all used in real life, so is this class over? No, students should be allowed to apply this knowledge in real life.
There are not many knowledge points in these courses, and students have a good grasp of them. If we can extend this knowledge to real life, let students experience these useful mathematical knowledge from personal experience.
Reflection on Road Map Teaching: Sending teachers to the countryside in February+10, 65438, I organized road map teaching for large classes of mathematics activities. In the process of preparation, organization and implementation of this teaching activity, we received strong support and help from leaders and colleagues, which made this teaching activity very successful. I am very grateful.
Teaching objectives of this activity:
1. Experience the fun of finding a road map while playing the operation game.
2. Be able to understand the meaning of the arrow, and use the spatial orientation indication to solve practical problems.
3, learn to look at the road map, from the starting point to the end point, the corresponding route.
Emphasis and difficulty of this activity teaching:
1, the key is to understand the meaning of the arrow; Learn to look at the road map, walk from the starting point to the end point according to the road signs and find the corresponding route.
2. The difficulty is to make a road map on the basis of learning the road map.
Summarize the teaching methods:
1, the first is to know the arrow and understand its meaning.
I ask my children to recall and emphasize their past experiences, and to implement them by finding teaching strategies of mathematical activities.
2. Playing with arrows, the most familiar game method, makes mathematics activities come alive, children interact with children, and the teacher-child interaction between children and teachers is fully mobilized.
3. Know the map. Know the beginning and the end. How to walk from the starting point to the end point? I ask questions first, let the children discuss how to go, and make clear the setting of the route through discussion.
4. The magic weapon to guide-road map is also the key point to be broken through in this activity. I use demonstration operation and verification operation (I describe my operation results in language and invite individual children to demonstrate and verify the realization) to encourage children to learn learning methods (it takes several steps to look at the direction indicated by the arrow before looking at the numbers in the activity), followed by giving children good quality (asking whether they don't understand and verifying each other after operation is also a lifelong quality), respecting children (letting children cooperate with each other) and teachers' roles: guidance and support.
Reflection on Road Map Teaching 3 "Understanding Simple Road Map" This lesson is based on the fact that students have learned to recognize the four directions of southeast and northwest, and know the four directions of southeast and northwest on the map. In this lesson, guide the students to look at the simple road map and describe the walking route. At the beginning of the class, review the old knowledge through the children's songs that have been learned, and lay a solid foundation for the study of new lessons. Then introduce the road map in the form of dialogue, so that students should develop good habits every time they look at the plan. First, they should look at the direction signs, find four directions, and then determine the route to a place by determining four directions.
After students learn new knowledge, the teacher uses interesting practice sessions to let students learn to look at simple road maps and describe walking routes in life links close to life.
In this lesson, teachers first help students to explore and patiently guide students to solve problems around them in the learning process, so as to experience the fun of learning and using mathematics. The whole class runs through various activities, which fully embodies the life of mathematics in the curriculum standards. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. Mathematics teaching must be based on students' existing knowledge and experience, so that students are willing to learn, be willing to learn, highlight teaching difficulties, and make the classroom atmosphere relaxed and happy. It is a three-dimensional open teaching, from which students get a lot of knowledge and information, which improves the teaching quality.
Reflection on Road Map Teaching 4 Understanding Road Map This lesson is knowledge closely related to students' life, and whether it is closely related to the reality of students' life. Knowing the road map in life is a basic survival ability of students, and it is also an effective way for students to establish the concept of space from the actual living environment.
So, in class, I designed an open, practical and interesting activity. Make full use of the bus route map in the book, connect with students' life, create a spring outing situation, stimulate students' thirst for knowledge, and pave the way for the study of new courses. In the process of learning, introduce the bus route, let students use the direction and route knowledge they have learned to introduce the road map of the car. At the same time, through solitaire games, we create activity situations for students, so that students can consciously use what they have learned and solve practical problems in a pleasant atmosphere from beginning to end, which improves students' interest in learning and gets twice the result with half the effort.
However, after teaching the course "Knowing the Route", I always feel that there are many unsatisfactory places. Because of the time, students are not allowed to communicate how to take the route of "going to school and leaving school". This is the biggest shortcoming of this class.
In short, in order to have a good class, we should not only change the teaching concept according to the requirements of the curriculum standards, but also flexibly use and control the teaching materials according to the students' learning situation and enthusiasm for participation, so as to really let students participate in the teaching activities and really make them understand.
Reflection on road map teaching 5 This lesson is to let students know these directions before understanding simple road maps, and observe activities such as park road maps and city plans in combination with these directions, and describe the walking routes with orientation words.
I think the knowledge of this course is very practical, but I didn't do well enough in the whole teaching process to arouse students' enthusiasm and initiative. It does not improve students' awareness and ability to participate in learning mathematics, and does not make students feel the close connection between mathematics and daily life. The whole class is very tired, and the teacher is not easy to teach!
After class, I reflected on it. In the teaching of the previous link, we can actually design a scene without textbooks, and we don't have to teach it completely in the order of textbooks. For example, I can take "Xiao Fang lost" as the starting point, and let the children directly "help find the children" or "call the parents", which may arouse the enthusiasm of students. Later, I can let the students do it by themselves (I didn't do well in this class). And when guiding students to learn to describe the road map with locative words, I can fill in the blanks step by step, such as:
"Start with () and go to (); Then go to () direction (); Finally, go to () direction (). " This is more acceptable to students than my original design of "from () direction to ()".
Reflection on Road Map Teaching 6 This lesson is based on students' initial understanding of east, south, west and north, so that students can know the southeast and northwest and re-understand the simple road map. For the third-year students, the understanding and perception of the direction is still abstract, and students need a lot of practical feeling support to feel these contents. Teachers create a lot of activity situations in teaching, and also pay attention to fully mobilize students' participation and enthusiasm in class, so students' interest in learning is still very high. In class, students also spoke enthusiastically, boldly expressed their views and exchanged learning experiences with their peers. Teachers also play a good guiding role in teaching. After a class, I think the teacher should pay attention to the following points:
1, the teacher's question sentence needs to be accurate.
2. Students communicate in groups when designing the most suitable travel route, but the whole class does not organize enough communication. I don't know if I'm worried about time, but the teacher didn't implement it well.
3. When looking at the bus route, I didn't explain how to determine the beginning and end of "several stops". A small number of students never count as terminals.
Reflections on the teaching of simple understanding route
Create situations, experience the connection between mathematics and daily life, and cultivate students' consciousness of applying mathematics. By projecting the theme map, students are brought into the specific zoo visit situation. Students look at the theme map, carefully observe and actively raise their hands to show where they want to go, so as to seize the opportunity for tourists to introduce their places to others. In the meantime, other students listened carefully and put forward their opinions in time. It can be said that the classroom atmosphere is very strong, scrambling to be tour guides and tourists. It truly reflects the lively but not chaotic classroom atmosphere. Meanwhile, change roles at the same table. After many exercises, the teacher is here to guide the students with learning difficulties. This enables all students to participate in teaching activities. In line with the requirements and ideas of the new curriculum standard: "Facing all, full participation, everyone learning valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics." It is also in line with the participatory teaching advocated at present. The whole classroom design is student-centered, and the teacher just organizes and directs. Students visit the park, ask questions and solve problems by themselves. In the process of watching and describing the walking route, students' observation ability and expression ability can be developed, which is also conducive to the cultivation of students' innovative spirit and practical ability. In addition, by expanding practice, questioning and correcting difficulties, we can consolidate our position and direction in the interaction between teachers and students, so that students can learn to look at a simple road map, mathematize their lives, truly understand the relationship between mathematics and daily life, and cultivate their awareness of applying mathematics.
Reflection on Road Map Teaching 7 Today, the school leaders arranged my in-class class. According to the process, I participated in an example of location and direction-describing and drawing a simple road map. The example presents a "park orienteering road map", so that students can learn to judge the direction and distance of walking when the observation point changes, and practice drawing a simple road map. "Hands-on" shows the scene of students working together to draw a road map, so that students can know how to draw a simple road map according to the direction and distance. The teaching difficulty of this course is to re-determine the position of the object observed by the direction marker according to the change of the observation point.
In view of the understanding of teaching materials and the achievement of teaching objectives, I have made the following teaching design: The first part, reviewing and importing, presents two kinds of topics, and describes the direction of objects and the positional relationship between two relative objects from one angle. These are the basis of knowledge learning in this class, and the students have mastered it well, which has laid a bridge for the learning of this class. The second part, to explore new knowledge, first learn to describe a simple road map. I showed an example of a road map of campus orienteering. What is the first thing to do to accurately describe the direction and distance? Students all know how to measure angles and calculate distances. In the first part of the journey, I demonstrated that we should first draw a direction mark on the observation point, and then we can find a smaller angle to measure the angle. I also explained the use of protractor in detail here. After determining the direction, I asked the students to measure and calculate the distance with a scale, so that the direction and distance can be determined to describe how to get from the teaching building to the checkpoint 1. Then, I remind the students to mark the direction at the checkpoint 1, choose a smaller included angle to measure the size, and then measure the calculated distance, and try to do it in the book in this way. Then, after demonstrating proofreading on the blackboard, let them talk about how to get from 1 checkpoint to checkpoint 2, pay attention to the direction and distance, and then talk about how to get from checkpoint 2 to the finish line according to the direction and distance. After the students are proficient, try to say it all with "first, then, last". After students can basically draw a road map, they will enter the first step of drawing a road map. I remind students to set the starting point and scale first, and let them perform a part on the blackboard and finish it independently. The third part is consolidation exercises. Select the exercises in the book, first draw a road map according to the description, and then talk about the direction and distance when returning.
After one class, the teaching objectives are basically achieved, but there are also many problems. After class, Director Zhou, Mr. Song and Mr. Ye participated in the discussion, pointed out some shortcomings for me, pointed out the direction, got some enlightenment after listening to Mr. Huang's class, and summarized the areas that I need to improve as follows:
1, sometimes the classroom language is too fast, the teacher's speech speed should not be constant, and it is necessary to slow down when encountering problems and key parts.
2, the classroom should highlight the key points, do not have to cover everything. For example, measuring angles is the first book of the fourth grade, and most students have mastered it. When I talked about each observation point, I have already talked about the method of angle measurement in detail, which is unnecessary. As long as the first point of view is detailed, the second point is slightly discussed, and the third point can be directly obtained.
3. Be good at using physical projectors. After the students finished drawing the road map, I drew it on the blackboard for the students to proofread. In fact, this is unnecessary. Because it's a new lesson, students don't understand the knowledge, so I have to show the correct drawing method on the projector first, and then show the wrong cases. There are three main types. First, some students still take the starting point as the observation point when they walk west by south, which shows that they don't realize that the observation point has shifted. Second, although the scale was set, the students did not draw according to the length of the scale, drawing too long or too short, indicating that they did not understand the function of the scale; Third, draw 30 from south to west into 30 from north to west. If so, the typical mistakes of students will be shown, and the students who make mistakes are particularly impressed. Try not to make similar mistakes in the future.
I didn't pay attention to students' subjective role and personality development in teaching. When drawing a schematic diagram according to the description, in order to facilitate feedback, I asked students to define the scale, so that they all used 1 cm on the diagram instead of the actual 50 meters, which restricted students' thinking. I should let students decide freely according to what they like and feel convenient.
5. Teaching terminology is not in place. For example, I said, "every point should be marked with four directions." If I can say "every observation point should be marked with direction", it will be more symbolic of mathematical language.
In short, today's in-class class activities, let me gain a lot, know my own shortcomings and the direction of efforts, and feel that the school leaders have given me a chance to hone.
Reflections on Road Map Teaching 8 "Understanding Road Map" is the content of Unit 5 "Determining Position" in the second volume of the second grade of primary school mathematics in Jiangsu Education Publishing House, and it is an expansion of the simple schematic diagram in the first volume. This course aims to enable students to describe the walking route in a targeted way, and comprehensively apply what they have learned to solve practical problems in life, consolidate what they have learned and develop their application ability. This class has many contents and heavy teaching tasks. In the later stage of comprehensive application, whether students have life experience in this field has a great influence on this class. Looking back on this lesson after class, I have more experience.
1, it is necessary to create effective situations in time to stimulate students' interest and let students actively participate in mathematics learning. In the introduction of new courses, "let them go" and students "touch the scene" to stimulate their interest in learning; "What scenic spots do you want to visit in nanshan park?" Students "touch the scene", speak freely, have good ideas such as "I want to visit all the scenic spots in the park", and even have good ideas of not taking or taking less repetitive roads; When designing a route for the rabbit from home to the puppy's home, he said, "Are there any other routes?" Students "touch the scene and think" and put forward several design schemes. Roughly calculated, there are actually eight or nine.
2. Contact with students' real life and learn valuable mathematics. "Mathematics Curriculum Standard" points out: "Everyone learns valuable mathematics." What is valuable mathematics? "Valuable" mathematics should not only be closely related to students' real life, but also be applied in practice. In the process of understanding the road map, students can describe the walking route with directions on the schematic diagram and master the relevant knowledge initially. However, the knowledge in this class can only better reflect the value in practical application, so I arranged homework for my classmates: look at the stop sign, go to the park to play, and ask to use the knowledge learned in this class to make students feel the practical value of mathematics and feel that mathematics is around.
3, adopt the form of group cooperative learning, let more students participate in learning. Group cooperative learning in lower grades is often a mere formality, which is time-consuming and laborious. Therefore, in the process of group learning, it is necessary to establish the norms of group learning and guide students to carry out group cooperative learning. In this learning activity, I * * * arranged five group cooperative learning. Students studying in the 65438th +0, 2, and 3 periods either have a foundation or unlimited ideas, so as long as students can learn from each other, teachers don't need to talk more. The fourth and fifth study requires students to brainstorm, open up ideas, gather a group of wisdom and solve practical problems. However, in order to make learning effective, I gave a hint. Facts have proved that tipping has both advantages and disadvantages, helping some people and conniving some people.
4. Arrange the time reasonably to achieve the best learning effect. It is a dilemma for students to spend less time and master well. They tend to focus on one end and ignore the other, especially in the course of "Understanding Road Map", which is easy to lose sight of one thing and lose sight of another. In order to save time, I gave up four groups of competition methods (including speech, discipline, homework, etc. ) I always use that, but I spend more time controlling students. Think about it carefully, in some places, I can let go of my hands and feet and don't have to support students all the time. Maybe it would be better for the teacher to speak less.
Reflection on Road Map Teaching 9 This lesson is mainly to enable students to identify the four directions of southeast and northwest and know the four directions of southeast and northwest on the map. Look at the simple road map and describe the walking route.
But I always feel that there are many unsatisfactory places in the process of "knowing the route". For example, I am afraid of insufficient teaching time, such as the road map of "designing a reasonable tour route by myself". Although all the students have done it, they are only allowed to show it in groups and classes, and they are not allowed to communicate how to take the "visit" route. This is the regret of this class.
In a word, in order to have a good class, we should not only change the teaching concept according to the requirements of the curriculum standards, but also adjust the teaching methods and means according to the students' learning situation and classroom reaction, so as to really let students participate in the teaching activities and really make them understand.