The lecture notes of "Determining the Position" in the second volume of the fifth grade of primary school mathematics published by Jiangsu Education Press.

Good morning, teachers! I come from Jianghua Town Central Primary School in Taixing City. What I'm talking about today is-lesson 65438 +0 determining the position, the content of Unit 2 of Book 10 of Jiangsu Education Press.

Teaching material analysis: Students in Grade One and Grade Two have learned the method of describing the position of an object on a plane, such as "which line is which line", and have gained the experience of representing the position with natural numbers. "Determining the position" in this textbook will improve students' existing experience of describing the position in a way similar to "which row is which row", express the position with abstract number pairs, further develop the concept of space and improve their abstract thinking ability. There are two examples in the textbook, which are taught in three classes. I'm talking about the content of lesson 1: the example on page 15 1, and complete the corresponding "exercises" and "questions in exercise 3 1-3".

When teaching example 1, students should describe Xiaojun's position in different ways under specific circumstances, clearly introduce the meaning of columns and rows, and determine the rules of columns and rows.

According to the students' learning situation and the analysis of teaching materials, I set three-dimensional goals:

1, which can explore the method of determining the position under specific circumstances, and can use "digital pairs" to determine the position on the grid paper.

2. Determine the position through various ways, so that students can develop the concept of space in the process of exploring knowledge and enhance their ability to solve practical problems by using what they have learned.

3. Feel the rich realistic background of determining the position, appreciate the value of mathematics, be able to connect with the reality of life, and use what you have learned to solve problems related to direction and position in life.

Teaching emphasis: master the method of determining the position and tell the position of an object.

Difficulties in teaching: use "number pairs" to determine the position on square paper.

Preparation before class:

Teaching process:

I designed four links in this class:

The first link, moving.

Before class, I was ahead in the game. The rule is: the teacher faces everyone from the left. This is the first column and the second column, counting to the right in turn. Please remember which column you are in. Counting from the back, this is the first row, the second row, and counting backwards. Please remember which row you are in.

The teacher tells the location and asks the students sitting in the location to perform. These students follow the requirements and the rest judge.

(Teacher:) Please applaud in the second, third and fourth rows! Please clap your shoulders in the first, third and fifth columns! Please touch the heads of the sixth, seventh and eighth rows! Please ask the students in columns 2, 4 and 7 to wave to the teacher behind them and ask loudly "I am very happy"!

[Design Intention: Knowledge about determining the position of objects is often used in life, so students have accumulated relevant perceptual experience before class. Here is to arouse students' existing life experience, review the existing knowledge about the position of objects, pave the way for the study of this class, and stimulate students' learning enthusiasm through games. ]

The second link, guess.

First, please guess. I said a position. As long as you think you may meet the requirements, stand up at once.

Condition 1: students sitting in the third column! Guess who it is? (Not sure, sit down and continue to listen to the conditions. )

Condition 2: students sitting in the fifth row! Guess who it is?

Then, let the students who have stood twice verify it. Who can introduce his position in one sentence?

Then, I introduced a new lesson: in fact, determining the location is also very particular about methods. Today we will study how to determine the position together. (blackboard writing: determine the position)

[Design Intention: Starting from students' existing knowledge base and life experience, let students initially realize that they should determine their position from two angles and stimulate students' desire to acquire new knowledge. ]

The third link, find it.

First of all, I show the scene diagram of "class seating diagram". Let the students express Xiaoqing's position in their favorite way. It is estimated that the students have the following performances.

Blackboard: 3 columns and 2 rows

The third group, the second group (3, 2)

Second row, third row, third row, third row, second row.

3—2

… …

Then, teachers and students work together to optimize the methods: so many methods, which one is clear and simple?

Then, guide the students to have a preliminary perception of "number pairs" and let them read the guide words in the book: In fact, Xiaoqing can use a group of number pairs similar to (3,2) in "the second in the third group" (blackboard writing; Number pair), "number pair" is a unified method used to represent position in mathematics. I wrote on the blackboard:

(Blackboard:) Vertical rows are called columns, and horizontal rows are called rows.

Then, I designed a small debate platform: Are the positions expressed by pairs (3, 2) and (2, 3) the same?

The small debate platform I designed here is to let students actively participate in the formation of knowledge through debate, which not only enables students to master knowledge, but also exercises students' eloquence, shows students' thinking process and shows students' personality in the debate. Classroom situation is a combination of static and dynamic, which enables students to deepen the formation process of perceptual coordinate map, help students build a new knowledge system and promote students' successful learning. ]

Finally, as the "chairman" of the debate, I summed up the debate process of the students: (3,2) originally meant the third group, and (2,3) originally meant the second group, the third group. So the position represented by a number pair is unique, and it can only represent one position. Therefore, the first number in a "number pair" indicates which column and the second number indicates which row; The two numbers should be separated by commas, and the outside of the two numbers should be enclosed in brackets.

The design of the whole link presents a variety of ways for students to determine their position. Guide students to adjust and improve the original, superficial, partial and fragmentary experience in their minds. Through students' autonomous learning activities such as communication, discussion and feeling, students can independently discover, explore and obtain knowledge about determining the position and master the method of expressing the position in the teaching activities of observation, thinking, discussion and operation. Let students perceive the formation process of coordinate map and help them build a new knowledge system. ]

The fourth link, practice.

In practice, the first step is to use "number pair" to represent it, and the second step is to say which column and which row it represents according to the given "number pair", which is the basic understanding and application of the number pair.

The fifth link, do it.

Just now, students can quickly determine the position according to the number pair composed of two numbers. Are there any problems solved by numbers in life? Thus, I bring students' thinking into life. Please look at the topic of exercise 3.

Let's look at the question 1 first. Ask the students: Name a classmate at will, let the other students in the group tell which column and which line this classmate is in, and mark it in pairs.

Then, we often see this pattern in the kitchen. Show the second question and think about how to express it in numbers. Work in groups of four.

Finally, let the students finish the third question on the basis of their experience in the second question.

[These exercises are designed to enable students to use the real scenes that students are familiar with, arrange various forms of exercises, and combine them with real life, make full use of students' existing life experience, understand that these methods are not single, and sometimes change with the changes of things, feel the connection between mathematics and life, and realize that there is mathematics everywhere in life, so as to truly realize that everyone can learn valuable mathematics.

The fifth link, learn to learn.

The method of determining location is often used not only in my daily life, but also in scientific research such as astronomy and geography. For example, the return capsule in Shenzhou 5 is the application of the satellite global positioning system that includes the principle of "number pairs". Another example is Descartes, a French philosopher, mathematician and physicist. Inspired by the spider diagram, he used a pair of series to represent a point on the plane and created a rectangular coordinate system. I hope everyone can learn from these researchers, be good at discovering, be diligent in thinking and be a conscientious person.

The design of the last link can once again stimulate students' interest in exploring natural mysteries, broaden their knowledge horizons and feel the application value of mathematics. ]

Throughout the whole class, I created a relaxed learning atmosphere for students, and designed it according to the six links of "moving-guessing-watching-practicing-doing-learning". This design not only closely links students' real life with classroom life, but also enhances the intuition of teaching, enriches students' teaching experience, deepens students' thinking, breaks through the obstacles of students' thinking and experience, creates opportunities for students to explore, greatly stimulates their interest in learning, cultivates their ability of cooperation and communication, and makes the classroom full of vitality. ]

Blackboard writing:

Use digital pairs to determine position.

Vertical rows are called columns, and horizontal rows are called rows.

The first number in the number pair indicates which column and the second number indicates which row;

These two numbers are separated by commas, and they are enclosed in brackets.

Teacher: There are many questions in my lecture. Please correct me. thank you