Tonight, we took this course as an example and had an online discussion.
Chen's evaluation of the class is:
1. Attach importance to students' dominant position and guide students to think by interacting with students' games;
2. In the teaching designed by Mr. Liu, every link is closely related and progressive, and students' thinking is gradually from concrete to abstract;
3. The teacher is quick-witted and can grasp the students' answers. The students approached their answers again and again, and finally came up with the correct ideas. (For example, in the process of letting students squat, you can quickly capture students' thinking and adjust teaching. )
I have a thorough understanding of my study. On the knowledge points that are easily overlooked, Mr. Liu Can instructs students to improve (1 time and 6 times).
5. Sort out the knowledge goals very clearly, design different goals to each link, and make each link lively and interesting.
6. At the end of the course, the teacher used the content of this section by clapping, making students feel that this content is happening all the time in their lives.
Qian's evaluation:
Features: Direct lead-in, clear understanding of the learning content and the main students, and the principle of taking students as the protagonist runs through the whole classroom. For example, students will be called "you" and "experts" if they are given enough opportunities to speak and let other students judge right or wrong. Heuristic teaching is used to arouse students' thinking through questions, so that students can understand knowledge and master important and difficult points in the communication process. The questions created by teachers are step by step, and the image of courseware display is clear, which develops students' abstract thinking. Teachers' language is accurate and concise, meets the requirements of mathematical language, and is vivid and humorous, which makes the classroom more interesting and arouses students' attention and interest in learning. Teachers respond to students' performance and can praise or encourage students in various ways.
Suggestion: In addition to observation and communication, give students more hands-on time. Besides safflower and yellow flower, create more different problem situations. In addition to answering questions, students can also ask questions or express their own questions.
Communication with Tu:
Clear concept? Build a model? Acquisition method
As the first batch of experts engaged in the training of curriculum standard textbooks published by Beijing Normal University, Mr. Liu has a profound understanding of the new curriculum concept. Through the concept of "big mathematics", he inspires students to keep thinking, gain learning methods and experience abstract and modeled ideas.
The objectives of this lesson are:
1. Through the transfer of old knowledge, experience the formation process of the concept of "times", understand the meaning of "times" and establish the concept of "times";
2. In the process of observation, comparison, change and abstraction, let students experience the learning process of building an intuitive model of the times and grasp the essence of the times.
3. Enhance students' awareness of effective communication with others.
Teaching emphasis: Understand the meaning of "one number is several times of another number" and establish the concept of "multiple".
Difficulties in teaching: establish the model of "times" and understand the essential meaning of "times".
The thinking characteristics of junior high school students are mainly figurative thinking. Although there is a tendency to transition to logical thinking, their abstract logical thinking ability is still directly related to perceptual experience and mainly depends on the concrete thinking of images. Therefore, Mr. Liu integrates the knowledge of "double knowledge" into students' intuitive feelings, operations and games. Let students experience the formation process of the concept of "time" in a variety of sensory stimuli, and give students multi-dimensional perception of "time" knowledge.
Teacher Liu's teaching embodies the following three levels:
First, starting from life, the embryonic form of the "era" was born.
? In the introduction part of this class, Mr. Liu Song first asked Nan Li Chun to take the stage, and then asked him to find a classmate shorter than him. Excuse me, are the short students convinced? Find another classmate who is taller than Li Nanchun.
Q: Li Nanchun has not changed. Why do you say he is tall and short? (Focus on different objects, the results are different. )
? The concept of time is comparative. This implicit infiltration is very mathematical.
Second, intuitively understand the concept of "time"
? 1. Show three yellow flowers. Is it more or less? (Students talk less. The teacher said that compared with 1 safflower)
Experience is more or less compared with others. Guide students to think: What can I say with so much? Same, double.
Yellow flowers gradually increased to 2 times and 3 times that of safflower.
2. Change the number of yellow flowers, 2 yellow flowers and 6 red flowers. 4 yellow flowers, 12 red flowers. Q: There are six red flowers above and 12 red flowers below. Why are they all three times the size of yellow flowers?
3. Animation demonstration, removing flowers and leaving only circles. The concept of multiple is abstracted at once: multiple is its identity.
4. Move the position of safflower and yellow flower to make them clearer. The flowers withered and turned white and green. White squares, green squares, lines. Through a large number of representations, the representation of the times has been engraved in students' minds.
Third, excavate in essence and enrich the mode of "times"
Play a flip game. 12 yellow flowers, a turn, a flower turns red. From 1 to 12, find out the relationship between yellow flowers and red flowers in turn, which is extremely particular.
Closely track the "ratio" of two quantities, know who is the replica, and then get the compared quantity.
It is particularly worth learning:
1. Guide students to give effective feedback.
After reminding the students to answer, the teacher asked everyone: Did I make myself clear? Or am I right?
2. Teachers' language is humorous and vivid.
Where is Class Two (3)? You are in Class 2 (3), and you are a learner. Today, you are the protagonists of learning. You are the main characters. What is the teacher's role? (Student A: Supporting role. Yes, the teacher is a supporting role. I will learn from you today.
What the experts said is easy to understand. Say it again. It's clever of you to say what the expert said as soon as you opened your mouth. There is no right or wrong, only a guess. Critical moment, repeat three times. Baby, what's your name? Beautiful, so studious!
Sometimes the teacher will come with a nifty dialect, which makes everyone laugh.
3. Teachers have strong adaptability.
At the beginning of the class, Teacher Liu asked: Has this person changed? Why is he taller and shorter? As a result, the students said it was because the other two squatted down. The teacher said, everyone is standing up now. Listen, why? The students said: One person is taller than Li Nanchun and the other is shorter than Li Nanchun, so he is tall and short.
Teacher: Different people will have different results. If students go astray, pull them back at once. )
Suggestion: Increase real life scenes and cultivate students' ability to solve problems.
* * * Encouragement: On the road of research, let us become appreciators and innovators.