Position and Direction 1 Lecture Notes I. Textbooks
The teaching content of this course is pages 2-4 of the second volume of the third grade of the compulsory education curriculum standard experimental textbook "Primary Mathematics" published by People's Education Publishing House. In daily life, I have accumulated some perceptual experience by learning the knowledge of east, west, north and south. Through xx years of study, 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 objectives:
(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
In daily life, students have accumulated some perceptual experience in the knowledge of east, west, north and south, and through xx years 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, so that students can explore, discover and "re-create" new knowledge freely and openly in limited time and space, according to their own learning experience and with their own way of thinking, through cooperation and inquiry between teachers and students.
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: math book, each group of students has a campus plan, and students sit in the east, south, west and north directions of the classroom.
Verb (abbreviation of verb) teaching process;
Mathematics learning is not a simple and passive acceptance process, but a process of students' experience, exploration and practice. Based on this concept, I designed the following teaching links:
(A), create a situation, resulting in problems
At the beginning of the class, I asked the students to introduce their position in the class first; After introducing yourself, who were you before and then? Turn around and introduce again, leading to "why is the same person on your left for a while and in front of you for a while?" Let the students realize that there are some limitations in describing the position with front, back, left and right. This leads to a new lesson, which is described by southeast and northwest.
Teacher's blackboard writing: southeast and northwest
The conversation between teachers and students before class not only stimulates students' interest in learning mathematics, but also harmonizes the relationship between teachers and students, laying the foundation for later understanding the southeast and northwest, and smoothly introducing new lessons.
(2) Discuss communication and solve problems.
The first level: students introduce the way to identify the direction
Ask the students to introduce the methods they know to tell the direction, such as: looking at the sun to tell the direction and looking at the North Star to tell the direction (both methods are said and done by the teacher and the students together after the students speak); Identify the direction with a compass; Look at the snow and tell the direction; Look at the leaves in the deep mountains, tell the direction and so on.
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.
The second level: identify the southeast and northwest in life.
Teacher's question: Today we are sitting in the classroom. Can you tell the difference between southeast and northwest?
I showed the students three activities:
1. Which direction did you find first and how did you find it?
2. How to distinguish the other three directions from this direction?
Do you know what is in the four directions of the classroom? Students communicate with each other in groups according to different personal experiences. Some look for the east first, which is the direction in which the sun rises, some look for the west first, which is the direction in which the sun sets, and some look for the north first, which is the direction of Polaris. Then through listening to commands, doing actions and other forms of game activities, we can perceive that the south is relative to the north and the east is relative to the west. At this time, the teacher pays attention to the guidance of the method: the southeast and northwest are arranged clockwise. Here, teachers do not put forward uniform requirements for students, but respect their different thinking habits. Then ask the students to talk about what is on the four walls of the classroom. Associating objects with directions helps students remember directions.
I know the southeast and northwest, and then ask the students to introduce who are sitting in their southeast and northwest. Make students further deepen their understanding of different directions. Then I asked my classmates in front of the podium to introduce me and change direction at the same time. Students may be influenced by the relativity of front, back, left and right, and think that the direction will change because of changing the direction. Let students understand through discussion that the direction is fixed and will not change because of the orientation of the observer, so as to distinguish the relativity of front, back, left and right.
Then arrange a small game of driving a train to find the direction, let students close their eyes and judge with their eyes open, give play to their spatial imagination and cultivate the concept of space.
The third level: identify the southeast and northwest on the map.
Before class, I led the students to get more familiar with the campus and asked them to talk about the general location of the buildings on campus in the school. Then send each student a campus plan with a square, let the students take the playground as the center, first determine the four directions around the playground, and then complete the objects in the four directions of southeast and northwest.
Students independently design and give feedback. It is expected that the upper part will be designated as southeast, northwest and so on. Let students with different appearances make an introduction, which leads to the fact that maps are generally designed according to "upper north, lower south, left west, right east" for unity and convenient observation.
Let the students experience the process of drawing the scheme and unifying the direction of the scheme, feel the diversity of methods and clarify the necessity of unifying the direction. It realizes the migration from the actual direction to the map direction, and pays attention to the exploration of learning process and learning methods.
(3) Consolidate application and improve internalization.
This session mainly designs flexible, interesting and innovative exercises.
1. Look at the simple circuit diagram and answer: How do Zhou Haijun and Wang Xiaojuan go to school? (Exercise 1, question 3)
2. Show the photos of Tiananmen Square and its surrounding buildings and the corresponding schematic plan. Let the students talk about the positions between buildings.
Let students apply their knowledge in related fields to real life, consolidate their knowledge, further develop students' concept of space, make them feel the close connection between mathematics and real life, and cultivate their application consciousness and problem-solving ability.
Handout Draft of Position and Direction II. Textbook
The teaching content of this course is pages 2-4 of the second volume of the third grade of the Compulsory Education Curriculum Standardization Experimental Textbook published by People's Education Publishing House. 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, I have formulated the following teaching objectives in combination with students' reality:
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 objectives:
(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 the concept of space.
3. Emotion, attitude and values: Through activity experience, cultivate students' awareness of loving life and applying what they have learned and the spirit of teamwork, 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 in the east, south, west and north, and through the study in the first year, they have been able to describe the relative position of objects in terms of up, down, left, right, front and back, which has laid a solid foundation for the study of this course.
2. Design concept:
(1) Let students learn valuable mathematics.
Teachers teach mathematics with textbooks instead of textbooks. They should not blindly dig textbooks, but should prevent students from remembering boring concepts. This course introduces students' interest and chooses valuable teaching content that students are willing to accept. 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. Cooperative inquiry is one of the important methods to realize the transformation of students' learning style.
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 "re-invent" new knowledge freely and openly in limited time and space according to their own learning experience and their own way of thinking.
4. Orientation and direction of speaking and learning.
Curriculum standards point out that it is necessary to change students' old learning methods. This lesson is guided by students' learning methods: in specific life situations, let students experience the process of discovering, asking and solving problems, and experience the joy of exploring victory; 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: CAI courseware, each group of students has a school plan, and students sit in the east, south, west and north directions of the classroom. Soft/
Teaching process of verbs (abbreviation of verb)
(A) exciting conversation, the introduction of new lessons
At the beginning of teaching, let students introduce the tourist attractions in Enshi 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 said it, the teacher and the students talked and did it. Identify the direction with a compass; Look at the leaves on the mountain to tell the direction; Look at the snow and tell the direction; Look at the north star to 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 report and exchange the methods of identifying directions in life, and establish the connection between the existing knowledge of front, back, left and right directions and 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 situation of the classroom with orientation words, and let the students introduce what are the four orientations of the classroom, so that students can be more familiar with the four orientations of east, south, west and north.
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 stood up and stamped their feet, students in the west stood up and clapped their hands, students in the south stood up and touched their faces, and students in the north stood up and waved.
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.
Activity (3): Students listen to instructions and do actions in the middle of the classroom. Go to East Station, turn south, turn west and turn north.
Activity (4): Students ask the password teacher to do actions, face the South Station, turn east, turn north and turn west.
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 4: 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. Which direction is your group in?
Because junior three students are in the critical period of the transformation from concrete image thinking to general logical thinking, at this time, general logical thinking is still directly related to perceptual experience and is still a concrete image with great weight. Therefore, with the help of the position relationship between teachers and students, students can easily understand the relativity of east, west, north and south, and the effect is very good.
3. Making the school plan: Using school tools to arrange the school plan not only makes students feel that the school building layout is reasonable and beautiful, but also lets them know the direction of the school building.
(C) practical application and development of new knowledge
Through flexible, interesting and innovative exercises, look at the simple circuit diagram and answer: Xiang Xiukun of Class 3 (6) lives in the dormitory of the municipal government. How can I go home from school? How can Class Three (6) go to the local tax bureau to see the garden? 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 rich 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 runs through various activities such as "say", "do", "guess", "walk" and "draw a picture", which fully embodies the life of mathematics in the curriculum norms. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. Mathematics teaching must be based on their existing knowledge and experience.
Lecture 3 of Position and Direction is a textbook.
"Position and direction" is a common mathematical knowledge that students often encounter in their daily life. It is practical and applicable, which strongly embodies the basic idea of "everyone learns useful mathematics" pointed out in the new curriculum standard. In order to let students deepen the consolidation and application of relevant knowledge, further feel the connection between mathematics and daily life, and cultivate students' awareness of solving practical problems with mathematical knowledge, I designed this finishing and review course.
Preach the law
The new curriculum standard points out that students should really understand mathematical knowledge and skills, mathematical ideas and methods in the process of autonomous learning and cooperative communication, and gain rich experience in mathematical activities. In my opinion, sorting out and reviewing lessons should be based on checking and filling in the gaps. Through students' active participation, different students can get different development in mathematics learning. Teachers' roles should be embodied as organizers, guides and collaborators in the classroom. To this end, I only ask leading questions in the whole review class, so that students can become the masters of learning, find problems by themselves and solve them.
On the Teaching Process
Next, I will introduce the design idea of my class from these three parts: (courseware display)
First, investigate before class, collect questions, and clarify the key points of review.
In order to make students realize the importance of review and find out their own problems in this unit, I first ask: "Students, what is your sense of direction?" Some students say yes, some students say average, and some students say not so good. Most students find it easy to determine the direction on the floor plan, but there are still some problems in determining the direction in real life. Through mutual communication, students understand their learning status in this unit, which leads to the need for review, and also clarifies the focus and difficulty of review in this lesson: finding the right direction in real life.
Second, recall and organize, awaken old knowledge and form a knowledge system.
The unit "position and direction" has few basic knowledge points. In order to let students master the initiative of learning and infiltrate the method of organizing knowledge, I put forward a guiding question: "Students, what do you know about the direction?" Students speak very actively, and the first thing that comes to mind is to know these eight directions (courseware) in this issue; Then a student added, "Teacher, I know these directions are determined by going up north, down south, left west and right east." Some students thought of some common sense about the direction of life. I wrote the students' speeches on the blackboard in an orderly way. Through their memories, we can see that the knowledge of this unit is mainly divided into two major knowledge systems: the direction in planning and the direction in life (courseware).
Third, check and fill gaps, consolidate and improve, and cultivate application ability.
This part of teaching is divided into three levels.
The first is the plane direction. In order to let every child experience the success and happiness of learning, I showed a map (courseware) of Hunan that everyone is very familiar with, let them find out where their hometown is and introduce its location in Hunan. This activity is close to the reality of students' lives. Everyone actively participates in group communication. Some students volunteered to be lecturers and introduced them to the whole class. The classroom atmosphere is very active.
The second level is to review the direction in life. This is the weak part of students' knowledge, and it is also the focus and difficulty of reviewing this lesson. According to my usual teaching situation, students mainly use clockwise orientation and "body orienter" to determine the direction (courseware) in their lives. When reviewing, a classmate said, "Teacher, I think it is convenient to locate clockwise. As long as I remember that the southeast, northwest and southeast are arranged clockwise, there will be no mistakes. " For students with good left-right discrimination, they prefer to use the "body director" to distinguish the direction. As long as students remember that life is front, north, south, left, west, right and east, and then turn their bodies, it is easy to identify the direction. Here I want to demonstrate the "body instructor". For example, when you face east, first make sure that the opposite side is west. How to determine the north and south? At this time, we use the "body director" and the east is on the right, so we turn our bodies to the east. Now your front is north and your back is south. In view of the differences in students' learning, I focused on reviewing the application of "body orienter" and simulated the activities of identifying directions in class, so that different students can get different improvements in the review class.
The third layer is comprehensive application. Review class should not be a simple "skill exercise", but a "problem solving" process. After learning to find the right direction, we should strengthen practical application, so that students can consolidate what they have learned in specific applications and realize that mathematics is everywhere in life. To this end, I first let students strive to be the "best little tour guide": introduce how to get from school to Martyrs Park. Let students describe the walking route according to the actual direction in life, so that the knowledge of the direction can be transformed from concrete to abstract, and the ability to solve practical problems can be improved.
Then I designed a game of "Mickey Mouse Walking the Maze", in which students can express the actual length of 1 cm according to Mickey Mouse's requirements, and draw a line on the paper (show the courseware) according to the prompts, so that the knowledge of the direction can be transformed from abstract to concrete. After the students finished painting, they found that:
Teacher, this maze line used to look like the number 5! "Everyone happily held it up and showed it, and wanted to continue painting. At this time, I changed the way the game was played, and asked the students to close their eyes and think quietly. This time, they can't write, but only listen to Mickey Mouse's prompt and draw this line in their mind (show the courseware): first walk 200 meters east, then walk 300 meters southwest, and finally walk 200 meters east. The students opened their eyes wide and said, "It's the English letter Z! "This not only meets the requirements of students to continue playing games, but also cultivates their spatial thinking ability, so that the knowledge of direction eventually rises from concrete to abstract. In order to give students who have spare time to study more room for thinking, I continued to ask, "This is Mickey Mouse's route when he went to school just now. How should he go home after school? A student first replied, "I know, teacher, this route is just the opposite of the previous one." It first goes west, then northeast and finally west! "The students' answers forced me to cheer for them, and I added," Just now, we used 1 cm to express the actual length of 100 meter, which is actually the knowledge about scale to be learned in the future math class. "
In short, in the whole review class, I insist on student-oriented, so that students can find their own problems in their studies and have the desire to review, so that different students can develop in different degrees on the basis of existing knowledge.