Instructional design of the position and direction of junior two.
Teaching content: Page 2 ~ 4 of the second volume of Grade 2: Example 1, Example 2.
Design intent:
This lesson is the teaching content of the first lesson of Unit 1 in the second volume of Grade Three. This lesson is based on the fact that students have learned to describe the relative position of objects with up, down, left, right, front and back, and learn to distinguish between east, west, north and south.
According to the cognitive order of children's spatial orientation, the design of this course is divided into two parts. The first part is designed to distinguish between east, west, north and south in real life on the playground, and the second part is designed to distinguish between east, west, north and south on the map indoors.
When designing outdoor teaching, we think that students should experience directional knowledge in activities. For junior high school students, the grasp of the concept of east, west, north and south is abstract, and students need a lot of emotional pillars and rich representation accumulation. Therefore, based on students' existing knowledge and life experience, a large number of activities have been designed, such as introducing the campus, changing the direction, pointing out the direction and so on. This fully mobilized the enthusiasm of students, let all students participate in the activities and enriched the experience of negative knowledge.
In the relative link of teaching direction, the design is changed from outdoor to indoor, which leads to different location descriptions of kindergarten buildings and contradictions, prompting students to constantly question and solve doubts. Feel the relativity of direction in specific situations.
The link of knowing the direction on the map indoors is to let students try to abstract the specific scenery into a plan with their own thinking, and know how to go up north and down south, left west and right east in display and communication.
The exercises are designed according to students' age characteristics and cognitive rules, and lively and lovely cartoons are designed, so that students can consolidate and skillfully understand things in the game.
Teaching objectives:
1. Basic knowledge goal.
Combined with students' daily life and learning environment, students can know the four directions of east, west, south and north, can identify the other three directions with a given direction, and can use these words to describe the direction of objects.
2. Basic goal: Let students know the direction on the map.
3. Emotional goal: to cultivate students' sense of direction and further develop the concept of space.
Teaching emphasis: understanding the four directions of east, west, north and south.
Teaching difficulty: the formation of the concept of equal orientation in East, West, North and South.
Teaching process:
Extraventricular component
First, import
Teacher: There are many teachers coming to class today, many of whom are coming to our Weier Road Primary School for the first time! I don't know much about our school. Can you be a little tour guide and show the teachers around our school first? Because of the time, we only visit the situation around the front yard, and pay attention to using the correct locative words when introducing. Can you be a good little tour guide? Let's invite teachers to visit in groups.
The students entered the playground in groups and introduced the campus to the visiting teachers.
Second, know things, north and south.
1. Know East, Know West, Know South and Know North.
The students gathered to report.
Teacher: How are students introduced to teachers?
Students introduce the campus with what they have learned before. )
Teacher: Why do some students say there is a teaching building in front of him? Some people say there is a kindergarten building in front of him.
The two students stand in different directions, so they face different things. )
Teacher: It seems to be limited to describe it with what we have learned before. What shall we do? Do you know any other ways to describe the direction?
(it can be described as east, west, north and south)
Teacher: Do you know where the East is? The direction in which the sun rises is the east.
If you know Dong, you can still know the direction. (West, East and West are opposite)
What are the remaining two directions? (South and North)
Where is the south? Where is the north? how do you know
2. Consolidate the east, west, north and south.
Teacher: Let's play some games to see if you recognize the east, west, north and south.
When the teacher says the direction, the students turn in that direction. Properly speed up the game to increase entertainment, so that students can skillfully distinguish between east, west, north and south in the game. )
One classmate said the direction, and the rest pointed out the corresponding direction.
Instructional design of the position and direction of junior two.
The course "Direction and Position" is more difficult for senior two students, because they have a weak sense of direction and weak reasoning and thinking ability, so it is difficult for them to understand and master the planned direction knowledge. In order for children to naturally complete the transition from real life to floor plan, I think students must experience? From life to life? This process. Especially junior students, most of their mathematics knowledge is based on their existing life experience.
First of all, talk about textbooks.
The teaching content of this course is the standard experimental textbook of compulsory education curriculum published by Beijing Normal University, the first volume of mathematics in the second grade of primary school. Page 63. In daily life, I have accumulated some perceptual experience by learning the knowledge of east, west, north and south, and through the study in the first school year, I have been able to describe the relative position of objects with up, down, left, right, front and back. On this basis, this lesson allows students to learn to distinguish between east, west, north and south.
Second, the teaching objectives
According to the specific requirements of the new curriculum standards and the teaching content of this class, combined with the actual situation of students, I have formulated the following teaching objectives:
1. Knowledge and skill goal: Understand the four directions of east, south, west and north according to the specific situation, and describe the direction of the object with these direction words.
2. Process and Method Objective: (1) Learn to determine the direction of the plan under given conditions; Learn to look at a simple road map and describe the walking route; (2) Through practical teaching activities, cultivate students' awareness of identifying directions and further develop students' spatial concept.
3. Emotional attitude and values goal: Through activity experience, cultivate students' awareness of loving life and applying what they have learned and the spirit of group cooperation, and feel the close connection between mathematics and real life.
Third, the focus and difficulty of teaching
Teaching emphasis: to understand the four directions of east, west, north and south according to the specific situation, and these directional words can be used to describe the direction of objects.
Difficulties in teaching: Learn to look at simple road maps, describe walking routes, and further develop students' spatial concepts.
Fourth, talk about teaching strategies.
1, learning situation analysis
Students have accumulated some perceptual experience in their daily life, and through the first year of study, they have been able to describe the relative position of objects with up, down, left, right, front and back, laying a solid foundation for the study of this course.
2. Design concept:
(1) Let students learn valuable mathematics.
Teachers use textbooks to teach mathematics instead of textbooks, so as to avoid making students recite boring concepts. This lesson introduces students' interest and chooses valuable teaching content that students are willing to accept as the theme. In the teaching process, students are closely linked with real life, so that students can learn independently.
(2) Cooperation and inquiry to cultivate students' spirit of inquiry.
The new curriculum reform actively advocates cooperative and inquiry learning methods, aiming at enabling students to learn to learn. To realize the transformation of students' learning style, cooperative inquiry is one of the important methods.
3. Teaching methods
In this class, I mainly adopt the teaching method of interaction, cooperation and inquiry. Through the cooperation and inquiry between teachers and students, students can explore, discover and explore freely and openly in limited time and space according to their own learning experience and their own way of thinking. Reengineering? New knowledge.
4. Speaking and learning methods
Curriculum standards point out that students must change their old learning methods. This lesson tries to embody the guidance of students' learning methods: in specific life situations, let students experience the process of discovering, asking and solving problems, and experience the happiness of exploring success; Through the interaction, exploration and cooperation between teachers and students, we can improve our own ideas and form our own unique learning methods; Improve students' problem-solving ability through flexible, interesting and creative exercises; Solve the problems around you with real life and experience the fun of learning and using mathematics.
5. Teaching preparation: Courseware, each student has a campus plan centered on the playground, and students sit in the east, south, west and north directions of the classroom.
Teaching process of verbs (abbreviation of verb)
(A) exciting conversation, the introduction of new lessons
At the beginning of teaching, let students introduce the scenic spots of Linshan Park and naturally introduce the position and direction of the subject. It not only stimulates students' interest in learning mathematics, but also narrows the distance between teachers and students and enhances the intimacy between students and teachers.
(B) activity experience, learning new knowledge
1, identify the direction
Step 1: Students introduce the way to tell the direction:
Look at the sun and tell the direction. After the students say it, teachers and students talk and do it. Identify the direction with a compass; Look at the leaves in the mountains to tell the direction; Look at the snow and tell the direction; Look at the north star and tell the direction (after the students say it, teachers and students talk and do it). Starting from students' existing knowledge and life experience, let students fully report and exchange the methods of identifying directions in life, and establish connections between the existing knowledge of directions in front, back, left, right, east, south, west and north, so that students can realize that they often use the knowledge of directions in their lives and feel the close connection between mathematics and real life.
Step 2: Introduce the classroom with orientation words, and let the students introduce what the four orientations of the classroom are, so that students can be more familiar with the four orientations of east, south, west and north. [XXJXSJ, CN more notes]
Step 3: Play games, listen to commands and do actions.
Activity (1): the teacher calls the password and the teachers and students act; Students in the east stand up and stamp their feet, students in the west stand up and clap their hands, students in the south stand up and touch their faces, and students in the north learn to stand up and wave.
Activity (2): Students help the teacher shout the password: students facing west sit, students facing east sit, students facing south sit and students facing north sit. Various forms of game activities, entertaining and entertaining, let students learn by doing. Vivid and concrete teaching situations not only stimulate students' interest in learning, but also make students unconsciously understand mathematics knowledge easily and happily in activities.
Step 3: Guide students to summarize the arrangement rules in the east, south, west and north directions. Let students find out, which is helpful for students to master the relationship between these four directions and cultivate their ability of induction and generalization.
2. Experience the relativity of orientation and identify the direction on the playground.
Because junior two students are in the critical period of the transformation from concrete image thinking to abstract logical thinking, abstract logical thinking is still directly related to perceptual experience to a great extent, and it is still a concrete image with great components. So the teacher led everyone to identify the four directions of east, west, north and south on the playground, and cooperated in groups to see what was in the east, west, north and south, so that students could understand the relativity of east, west, north and south, and the effect was very good.
3. Make a campus plan: Through the cooperation in the group, make a school plan centered on the playground, which not only makes students feel that the campus building layout is reasonable and beautiful, but also lets them know the direction of the school building. In this session, let the students know the location on the map. North, south, west, east. ? Painted
(C) practical application and development of new knowledge
Through flexible, interesting and innovative exercises, look at the simple circuit diagram and answer: Class 2 (1) Wang Xiaohong lives in the dormitory of the municipal government. How can he go home from school? How does Class Two (2) go to the park to see chrysanthemums? Judge the square or supermarket that Mr. Hu is going to; The little guide tried to walk around the scenic spot. Let students apply what they have learned in real life, gain sufficient experience in solving problems, appreciate the diversity of problem-solving strategies, feel the connection between mathematics and real life, and cultivate students' application consciousness and problem-solving ability.
The whole class is permeated with various activities, isn't it? Say it? 、? Do it. 、? Guess what? 、? Take a walk? 、? Have a look? 、? Draw a picture? Activities, such as fully embodying 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, willing to learn, teaching highlights difficulties, and the classroom atmosphere is relaxed and happy. It is a three-dimensional open teaching, from which students get a lot of knowledge and information and improve their abilities.