People's education edition 7 th grade 5.4 translation lecture notes
What I'm talking about today is the first lesson in the second quarter of chapter 6 of the seventh grade textbook of compulsory education people's education edition. I will explain the understanding and design of this lesson from five aspects.
I. teaching material analysis
1, the position and function of teaching materials
In Chapter 5, "Intersecting Lines and Parallel Lines", students learned the translation of graphics (understanding translation from the perspective of shapes). After learning the basic knowledge of plane rectangular coordinate system in this chapter, this lesson learns to express translation with coordinates (that is, to describe translation from the perspective of numbers). This lesson not only explores the law of coordinate change caused by translation, but also explores the law of position change caused by coordinate change. Through the study of this lesson, students can understand that the plane rectangular coordinate system has built a "bridge" between numbers and shapes, which lays a foundation for the following study to explore geometric properties by using translation transformation and coordinate transformation and to comprehensively use various transformations (translation, rotation, axial symmetry, similarity, similarity, etc.). ) for graphic design. It is also helpful to learn function problems later.
2. Teaching emphases and difficulties
Through the analysis, we can see that "coordinate translation" plays a connecting role in teaching materials and has a wide range of applications. Therefore, the focus of this lesson is to discuss the change law of point coordinates caused by the point in rectangular coordinate system or the translation of graphics.
In the process of obtaining the change law of corresponding point coordinates, only two columns of point translation and graphic translation are used in textbooks to express the change law of point coordinates caused by translation. The law can't let students memorize, but let students master it through observation, analysis and induction. So the difficulty of this lesson is the conversion and application among written language, graphic language and coordinate representation.
Second, the analysis of teaching objectives
According to the students' cognitive level, the teaching content of this class and the mathematical ideas contained in it, I have set the following three levels of goals:
1, knowledge and skills target
Master the relationship between coordinate transformation and graphic translation; Can use the translation law of points to translate plane graphics; According to the change of coordinates of each point on the graph, the moving process of the graph is judged.
2, process and method objectives
By exploring the relationship between point coordinate change and point translation, and the relationship between point coordinate change and graphic translation, students can learn to think and analyze independently and methodically, and develop image thinking ability and summary consciousness.
3. Emotional attitudes and values goals
Cultivate students' innovative spirit of active exploration and dare to practice, let students learn to actively seek solutions to problems, and experience the fun of studying mathematics problems from success, so as to improve students' interest in learning mathematics and establish confidence in learning mathematics well.
Third, teaching methods and teaching means
This course adopts the teaching method of combining teacher's inspiration and guidance with students' independent inquiry, and uses multimedia and other means to assist teaching.
Fourth, the teaching process
The learning methods of experiment, observation and inquiry are adopted in the teaching process to reduce students' dependence on teachers in the learning process, which embodies the brand-new concept of "experiencing in participation and developing in activities".
When summing up the rules, students are not expected to memorize the formula of "left minus right plus, upper plus lower minus", which may interfere with students' subsequent study, so they are not overemphasized in teaching.
Through the process of drawing, thinking and communication in person, students' practical ability and cooperation consciousness are cultivated, and their reasoning consciousness and ability are cultivated, so that students can understand the basic idea of combining numbers with shapes.
In practice, students gradually think that when using coordinates to represent graphic translation, it is often solved by the translation of some special points, which strengthens students' understanding of the relationship between knowledge points.
By setting the above-mentioned teaching scenarios, students are guided to explore, practice, observe and guess, and finally a conclusion that conforms to "feeling &" is drawn; Mdash & mdash Perception mdash & mdash Memory mdash & mdash Thinking about the cognitive law of mdash & mdash imagination.
Summarize two problems and summarize three problems. After summing up, there are exercises to consolidate knowledge points. In the mode of group competition, Li Yong is used to throw golden eggs, which can fully arouse students' enthusiasm and sense of participation, apply what they have learned and enliven the classroom atmosphere, so that students can play together in middle school and school.
Reflections on the Teaching of 5.4 Translation in Grade 7 of People's Education Press
The main content of Graphic Translation is to let students perceive translation phenomena and judge translation by combining life experience and examples, and draw simple graphics translated horizontally and vertically on grid paper, thus cultivating students' spatial concept. The design of this course is based on the students' existing life experience, and through the perception of translation phenomena in life, the image of translation movement is initially formed in the mind. First of all, in teaching, I fully consider students' cognitive level, look for the connection between new knowledge and students' existing experience, and choose familiar and interesting life examples. Mdash& ampmdash Elevator, sightseeing cable car, sliding window. Let students perceive translation and let them know the characteristics of translation. In teaching, teachers should cultivate students' ability to sum up and throw questions: "What are the characteristics of these three movements?" ? Students can sum it up, which shows that they have a clear understanding of translation. If students can't sum up for a while, teachers should guide students to express translation with gestures and actions, fully mobilize students' heads, brains, hands and mouths to directly participate in learning activities and deepen their understanding. Moreover, the characteristics of translation in this class are directly mentioned by me, which is insufficient.
Teaching translation distance is the key and difficult point of this course. It is difficult for students to count the number of squares in a graphic translation, as long as they count the number of squares in a certain point. This part of teaching is mainly self-teaching, without considering the students' own methods. Students' differences are not fully considered in teaching, and the teaching methods are not very detailed and clear. Therefore, students have not mastered the translation of figures and simple figures on square paper well.
I have a deep understanding in this class: teachers should consider children's ability to master knowledge and whether they can answer. Teachers should fully trust their students and give patient and targeted guidance when students can't answer your questions well. It is not enough for several children to master in class, which is the main body of children's learning. Children in lower grades should strengthen their hands-on ability and habits, draw with pencils and rulers, and teachers must be strict.
As young teachers, we still have a lot to learn. ...
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