Judges and teachers:
Hello everyone! The topic of my speech today is "Concept and Representation of Corner" in Chapter 4, Book 1 of East China Edition Mathematics 1 lesson. I will talk about my understanding of this lesson from teaching material analysis, students' situation, teaching objectives, activity design, teaching process and teaching design description.
Teaching material analysis.
1 the position and function of teaching materials
This chapter is the beginning of junior high school geometry teaching. Before, students were used to numerical operation, and began to turn to spatial form from this chapter, and from concrete operation to deductive reasoning.
2 teaching focus
Focus on the concept of angle, its two definitions and its performance.
3 Teaching difficulties
Cultivate students' exploration and innovation ability, and the mutual transformation between mathematics and practice.
Second, the situation of students.
Junior one students are young, and their thinking is in the stage of changing from concrete image thinking to abstract logical thinking, which is also a good period for the transition from algebraic operation to geometric reasoning. The conditions for systematically learning geometric knowledge based on the relevant graphic knowledge learned in primary school have been met, and it is feasible to learn and teach geometric deductive reasoning from this section.
The students in my class already have the ability of self-study and the experience of group discussion, which provides a guarantee for my teaching in this class.
Three. Teaching objectives
Geometry teaching in grade one is the key to cultivate students' good thinking quality. In teaching, teachers should make full use of modern teaching methods and means, combine imparting knowledge with cultivating students' mathematical literacy, and lay a solid foundation for the growth of creative talents. In this lesson, the implementation of ability goals and emotional goals is more critical. Therefore, combined with the teaching materials in this section, I set the following teaching objectives:
Knowledge goal:
1. Through the diagonal in real life, the concept of angle in geometry is established, and two definitions of angle can be realized.
2. Express students' ideas in various ways.
3. Through the teaching of the second definition of angle, students can learn more about the movement and change of geometric figures.
4. Make students understand the concepts of right angle, rounded corner and right angle.
Ability goal:
Cultivate students' divergent thinking ability; Cultivate students' creativity and innovation ability; Enhance students' awareness of applied mathematics; Cultivate students' practical ability; Cultivate students' ability to analyze and solve problems. Initially, geometric figures will be viewed from the point of view of motion change, and dialectical materialism will be initially formed.
Emotional goals:
Cultivate students' spirit of exploration and innovation; Enhance students' autonomy and cooperation spirit; Enhance students' learning.
Four activity designs
In order to enable students to better implement their ability goals and emotional goals while acquiring knowledge, in the teaching of this class, I adopted the teaching mode of combining self-study, discussion and intensive reading in accordance with the teaching concepts of innovative education, subjective education and successful education, giving full play to students' subjective spirit and making them truly masters of learning. Teachers only guide students when they find out that their thinking is blocked and they lack courage.
Five teaching process designs
1, the main guiding ideology of instructional design is:
(1) Let students know the general knowledge structure of the first chapter. Specifically, it is to form new geometric figures on the basis of learning the properties of straight lines, rays and line segments, so that students can understand that geometric figures are a combination process from simple to complex.
(2) Using the second definition of angle, study geometric figures from the perspective of movement, and initially cultivate students' dialectical materialism.
(3) Strengthen the practicality of mathematics, and cultivate students' good habit of connecting with practice and their ability to solve practical problems.
(4) Through different representations of angles, let students see the benefits of multiple solutions to one question, and lay the foundation for cultivating students' divergent thinking.
2. This lesson plan has changed the order of teaching materials to a certain extent, giving the definition of right angle together with the definitions of Boxer and Rounded Corner, making knowledge systematic and more conducive to the structure of students' knowledge.
3. In homework, let students see some commonly used geometric figures, such as rectangle, triangle, parallelogram and the special position relationship between two triangles, so as to lay the foundation for future study.
4. The teaching of various representations of angles must be paid attention to and practiced repeatedly, especially when there are more than two angles from a vertex. Students must be allowed to write correctly and tell them that it is better to use numbers to represent angles, which is simple and convenient without special requirements.
6. Design description
1, blackboard design
(A) the concept of angle
(2) The concepts of right angle, fillet and right angle.
(3) Representation of angle
(4) the unit of angle
Example 1 calculation:
What is the score of (1) 1.45? How many seconds?
(2) What is the score of1800? how many degree?
Every student has the bud of innovation. The key is to continuously support and consolidate students' desire to become discoverers and realize their wishes through certain methods. Therefore, in mathematics teaching, we should combine students' reality, teach students in accordance with their aptitude, and put forward different requirements according to students' foundation, so as to create a space for each student to give full play to their talents.
3. In teaching, strengthening the integration of geometry teaching and information technology education, and using multimedia teaching methods such as computers to show students the colorful geometry world are also conducive to stimulating geometry learning.
The above makes me understand this lesson, and there are still some shortcomings. Please correct me.
Thank you!