Reflections on the teaching of rectangular and square areas.
This lesson is to let students experience the exploration process of rectangular area, understand the calculation method of rectangular and square area, and use it correctly. I introduced the area study of rectangle and square from my teacher's home, let the students estimate, and then groped in groups to find out the area formula of rectangle. Then, calculate the living room, kitchen, bathroom and the area of each rectangle. When calculating the dining room area again, Dr. Sheng said it was 12 square centimeter, with a side length of ×4, which was made by the perimeter formula. I deduced from the fact that a square is a special rectangle: the area of a square = side length × side length. Then, use small judges to consolidate and emphasize the difference between area and perimeter. Step into life and calculate the area of rectangle and square. In the arrangement, I'm a little loose before tight, and the students' exploration time is too long, and the effect is not good. Cooperation requirements should be specific to people, one group and one map. Then pay attention to cultivate students' listening habits.
After listening to the teachers' comments, I was deeply touched:
Mathematics class should have a "mathematical taste", and the design of mathematics teaching activities should be conducive to students' understanding of mathematics. The teaching of rectangular area should not only let students know the calculation formula and use it to calculate, but more importantly, guide students to experience the process of exploring and learning rectangular and square area formulas, explore and discover the calculation method of rectangular area by themselves through practical operation, discussion and communication, realize the calculation principle of "length × width" and promote students' understanding of mathematics. This lesson guides students to learn mathematics in activities, and designs two kinds of operation experiences with different purposes (the time for students to operate independently is close to 12 minutes), so that students can gradually understand the area formulas of rectangles and squares, and establish the representation of why the area formulas of rectangles and squares are "length× width" and "side length× side length" in their minds. From the teaching process of this class and the questions and interviews with students after class, students can illustrate the calculation formula of rectangular area with examples, and the teaching goal is better. The whole student's cognitive process also well reflects the three stages of Bruner's "representation model theory", that is, the mastery and understanding of knowledge go through three cognitive development stages: action representation stage-image representation stage-symbol representation stage.
Reflections on the Teaching of Rectangular and Square Areas —— Model
I just finished learning the area of rectangles and squares. From the feedback of students' homework, on the one hand, students can solve some corresponding area problems with the area formulas of rectangles and squares, on the other hand, students can distinguish the area and perimeter of rectangles and squares well, so I think students have a good grasp of this course.
"Calculation of rectangular and square area" is taught on the basis of students' understanding of the area unit and the area unit to be used. The derivation of the formula for calculating the area of rectangle and square is the key and difficult point of this course. According to the teaching objectives of this class, and in order to enable students to complete their learning tasks in a relaxed and happy learning environment. In teaching, I give full play to the intuitive classroom teaching, students' hands-on practice, cooperative inquiry and cooperative communication ability, and vivid and interesting courseware, which makes the abstract content concrete and basically achieves this goal.
Guiding students to participate in the exploration of area formula is the focus of my study in this class. Students' mathematics learning process is an active construction process based on existing knowledge and experience. Only when students actively participate in learning activities can teaching be effective. The teaching of rectangular area should not only let students know the calculation formula and use it to calculate, but more importantly, guide students to experience the process of exploring and learning the formula of rectangular area, explore and discover the calculation method of rectangular area by themselves through practical operation, discussion and communication, realize the calculation principle of "length × width" and promote students' understanding of mathematics.
It is not difficult to calculate and explore the rectangular area, and the conclusion is easy to find, which is convenient for intuitive operation experiments. According to these characteristics of teaching content, I organize students to carry out guessing and inquiry activities. When teaching "Calculation Formula of Rectangular Area", I divide it into three levels: First, by observing and estimating the rectangular area, students can intuitively feel that the rectangular area is related to its length and width; Then arrange the activities of the pendulum, use a small square pendulum of 1 square centimeter, and use a rectangle prepared in advance to find the area. Through further observation, it is found that the area of three rectangles is exactly equal to the product of their length and width; Finally, through group cooperation, let the students take several squares of 1 square decimeter and make them into different rectangles to further verify the above conjecture. Then the area formula of rectangle is obtained.
In the next two classes of "practical application" and "extension", I designed multi-level exercises to train students to use the knowledge learned in this class to solve mathematical problems in life from all angles. It is realized that mathematics comes from life and is applied to life.
Of course, this class also has many shortcomings, and the idea is beautiful. I also hope to show children a better math class in the future.
Reflections on the Teaching of Rectangular and Square Areas
The calculation of rectangular square area is taught on the basis of students' understanding of area unit and area unit. The derivation of the formula for calculating the area of rectangle and square is the key and difficult point of this course. According to the teaching objectives of this class, in teaching, I attach importance to intuitive teaching, students' hands-on practice, cooperative inquiry and cooperative communication, and add vivid and interesting courseware to concretize abstract content and enable students to complete their learning tasks in a relaxed and happy learning environment.
At the beginning of teaching, I asked students to introduce new lessons and ask questions on the basis of recalling common area units. When the calculation formula of rectangular area is obtained, the traditional teaching method is changed, so that students can operate by hand and find the calculation method of rectangle in solving practical problems. In the process of inquiry learning, a stage is created for students to communicate on the relationship between the area of a rectangle and the length and width of the rectangle, and guide them to find the best method to calculate the area of the rectangle. However, the course didn't end there, but raised a new question-does length× width apply to all rectangles? In the process of verification, students are involved in the teaching process, and each student verifies the formula of rectangular area by hands-on operation and using different methods. Teachers are only organizers, guides and participants here. I didn't take this as an example when teaching the formula of square area calculation, but in practice, students migrated from rectangular area calculation to square area calculation in the process of solving specific problems, which developed students' reasoning ability and spatial concept. The last expansion exercise allows students to choose their own materials, solve practical problems around them by means of evaluation, measurement and calculation, cultivate students' awareness of mathematics application, and make students realize that mathematics is around us.
The new curriculum standard requires students to actively acquire knowledge and understand learning methods through practice, exploration and discovery. "In teaching, I create a situation of inquiry learning for students, fully mobilize their initiative in learning, and in the form of group cooperation, let students discover laws through trial and practice, experience the derivation process of rectangular and square area calculation formulas and take the initiative to acquire knowledge. Students easily mastered the method of learning mathematics from "guess-experiment-discovery-application-innovation".
In the teaching process, I pay attention to the guidance of learning methods and the training of thinking, which embodies the teaching concept of "method is more important than knowledge". When the students realized that it was very troublesome to directly measure the area of a larger object with area units, I asked in time, "Is there a simpler way to find the area?" These questions aroused students' desire to explore. Students independently discover the relationship between rectangular area and length and width in practice. Solving problems in daily life according to formulas improves students' ability to analyze and solve practical problems, develops students' concept of space and cultivates students' innovative thinking.
Through hands-on operation, this class allows students to experience the derivation process of formulas, cultivate students' exploration spirit and highlight teaching priorities. Through the way of courseware demonstration, we can break through the teaching difficulties, help students transition from image thinking to abstract thinking, thus cultivating students' innovative thinking and effectively promoting the development of teachers and students.
Contact with students' real life, let students realize that mathematics is very useful in life, pay attention to let students experience and feel that mathematics is around, in life, and make the classroom atmosphere relaxed and lively. How to calculate the area of the desktop; How to calculate the swimming pool area of basketball court is to cultivate students' ability to use knowledge flexibly to solve problems. In this process, students use knowledge to solve practical problems and experience the value of mathematics and the joy of success.
Reflections on the teaching of rectangular and square areas;
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