First of all, talk about textbooks.
Brief analysis of teaching materials;
In the new curriculum standard, the specific goal of developing students' spatial concept in each learning stage is clearly pointed out. This unit is to let students experience the position and order before and after, up and down, left and right in specific activities, so as to initially cultivate students' spatial concept, which belongs to the first learning period of cultivating students' spatial concept. The content of "Up and Down" is learned by students after learning the position and order of "Before and After". We will continue to train students to learn to correctly describe the positional relationship of objects with up and down, and then initially develop students' concept of space, laying a solid foundation for future development.
Teaching objectives:
1. Understand the position and order of "Shang Xia" in specific situations, and further cultivate students' spatial concept.
2. Understand the relativity of "up and down" position.
3, can use language to express the "up and down" position relationship of the object in the actual situation.
Teaching focus:
Can use language to express the "up and down" position relationship of objects in actual situation.
Teaching difficulties:
Understand the relativity of "up and down" position.
Teaching aid preparation:
Multimedia courseware, textbook, pencil case, eraser
Second, talk about teaching methods and learning methods.
In this lesson, students should gain relevant experience in the process of specific activities, not just as knowledge points, but on the basis of existing experience, so that students can gain experience and understanding. Combined with the characteristics of the first-year students in this class, such as liveliness, thirst for knowledge and rich learning materials, I designed the following teaching methods and learning methods, which not only pay attention to choosing flexible teaching methods, but also pay attention to guiding students to learn methods.
Create situations and visualize methods. Create a scene in which small animals participate in forest dance, guide students to observe the theme map, and let students intuitively understand the positional relationship of the three animals, experience the positional relationship between the upper and lower parts, and understand the relativity of the positional relationship between the upper and lower parts.
The new curriculum standard especially advocates students' hands-on operation ability. Through activities such as teachers' passwords, students' placing objects, and allocating houses to animals, students can deepen their understanding of the positional relationship and relativity of "up and down" with their hands, mouths and brains, initially develop the concept of space and cultivate their sense of application.
Third, talk about the teaching process
The first link: wonderful introduction.
In order to attract students' attention and stimulate their interest in learning, I designed to say the opposite words into the new lesson: big-small, more-less, front and back, left and right, up and down, and I led to the topic: "Up and down".
The second link: situational inquiry, experience and comprehension.
Observe and think. First, guide the students to observe the theme map, carefully observe the position of the bird and the rabbit, and let the students talk freely about where the bird is in the rabbit and where the rabbit is in the bird, so that the students can understand the positional relationship between the top and bottom.
Then introduce the squirrel and think: Where is the squirrel standing? Let the students experience that the relationship between upper and lower positions is relative, because the reference objects are different. Then ask the students to describe the correct position of the squirrel, so as to realize the relativity of the upper and lower positions.
Because understanding the positional relationship and relativity between the upper and lower parts is the focus and difficulty of this lesson. At this time, teachers need to play a guiding role and give appropriate explanations, which is very helpful for students to understand new knowledge. )
The third link: apply new knowledge and solve problems.
In this link, I designed a series of activities to let students learn to apply new knowledge to solve problems.
Listen to the password and set things. Everyone is required to prepare math textbooks, pencil boxes and erasers. When the teacher gives the password and the students put things away, they can design the following passwords: the math textbook is on the desktop, the pencil box is on the math textbook, the eraser is on the pencil box and so on. Allocate houses to animals. Activity requirements: first guide the students to understand the meaning of the question, and then decorate the house for the small animals according to their own wishes. Activity form: Students can cooperate in groups. After the placement, talk to the students in the group about how to arrange it, and talk about their relationship and order. This can cultivate students' operational ability and problem-solving ability, and at the same time enhance their awareness of communication and cooperation.
The problem of treasure hunt not only reviews the concept of up-and-down relationship, but also helps to cultivate students' reasoning ability.
Arrange accommodation. This is a difficult topic, so there is no uniform requirement. The purpose is to cultivate students' simple spatial reasoning ability. Different requirements can be put forward for students at different levels. In the process of feedback, properly guide students to tell their own reasoning process in an orderly way. Through the teaching of the above three links, I think students can play the main role, students are willing to learn and take the initiative to participate in mathematics activities, and students' spatial concept can be initially cultivated to achieve the expected goal.