There are a few things to learn: I can draw angles of 30 degrees, 60 degrees and 90 degrees with a triangular ruler; Flexible use of trigonometric ruler to draw some angles with special degrees, such as 90+90= 180 degrees, 30+45=75 degrees, 30+90= 120 degrees, 45+90= 135 degrees, 60+90 degrees, etc. And you can draw any angle with a protractor.
In class, teachers and students cooperate tacitly and the atmosphere is active. Students can easily accept those special angles. Then the teacher threw out a seemingly simple question: Who can draw a 65-degree angle? Then all the students began to try on the paper with a triangular ruler, but before long, they were all confused and stuck. Some students even questioned: "It is impossible to draw a 65-degree angle." If there are problems, they must be solved, so that students can have new learning. Teachers purposefully create such a teaching situation, which greatly mobilizes students' learning enthusiasm. Then, through group cooperation, communication and exploration, teachers and students mastered the steps of drawing corners in practice. The whole teaching program is designed reasonably.
Under the background of advocating new curriculum reform, this course has achieved the following requirements in teaching objectives:
1. In terms of knowledge and skills, students can know the protractor, measure the degree of angles with the protractor, master the method of drawing simple angles of 30 degrees, 60 degrees and 90 degrees with the trigonometric ruler, and draw any angle with the protractor;
2. In teaching thinking, teachers can guide and demonstrate in an orderly way. Students have developed the ability of emotional reasoning and deductive reasoning in observation and operation practice. In the classroom, students can understand the basic ideas and thinking modes of mathematical problems, express their thinking process clearly and methodically in mathematical language, learn to think independently, and analyze and reflect on mathematical problems.
3. In solving problems, students can experience the process of exploring the steps of drawing corners in regular classes, and develop their general abilities of observing, operating, guessing, experimenting and inducing problems.
4. In terms of emotional attitude, teachers can let students actively participate in learning activities, consciously design some problem obstacles (draw a 65-degree angle), guide students to learn to think and form the will to overcome difficulties. At the same time, teachers also respect students' individual differences and give appropriate help and encouragement to students with learning difficulties.
There are some highlights in this class, which are permeated with many teaching concepts, mainly including:
1, focusing on practical exploration;
2. Encourage students to cooperate and communicate, and let students explore and think in different ways;
3. Pay attention to students' individual differences, guide and encourage students, and make different students develop in different degrees;
4. Effectively organize students to operate and explore the process of knowledge formation, and better play the role of teachers as organizers, guides and participants.
Of course, there are also some regrets: the lead-in of classroom review takes too long, resulting in less practice for students in the later period.
extreme
After listening to teacher Che's class "Drawing Corners", I benefited a lot. Throughout a class, both the formulation of teaching objectives and the design of teaching structure are in place. Every link in the teaching process is ingenious and interlocking.
(1) established a student-centered inquiry learning mode.
The research on "Mathematics Learning and Students' Physical and Mental Development" shows that every student has the potential to analyze, solve problems and create, and has an innate instinct to think that he is an explorer, researcher and discoverer, and they want to prove their thoughts. Teacher Che grasped this point, so he created operation situation, problem situation, inquiry situation and knowledge situation in the design, which gave students a carrier for their inquiry and made them discover and feel mathematical knowledge in their operation inquiry. In this design process, there are time and space for independent exploration, opportunities for communication, and a stage for display, which also shows students' intelligence, students' pleasure in understanding mathematical thinking, and students' understanding of the process of successful exploration.
(2) Using classroom generated resources to promote the development of teachers' educational tact.
A successful math teaching class is not a preset success, but a success of dynamic generation and application. This design highlights the designer's attention to classroom-generated resources, especially in the design of inquiry links such as the characteristics of perception angle, factors affecting angle, order and law of finding angle, which reflects the designer's good grasp and utilization of classroom-generated resources. It highlights the continuous development of teachers' professional ability in teaching reform.
In this lesson, Mr. Che attaches great importance to operation, allowing students to gain their own experience in exploring mathematics through personal operation, cultivating students' exploration consciousness, and making students realize that there are various ways to draw corners in cooperation and communication: let students experience the diversity of problem-solving strategies initially.
(3) When the praise is in place, the students' learning state is in the normal range.
In short, Mr. Mao can choose a reasonable way according to the characteristics and intentions of this class activity, highlight the "hands-on operation", improve the enthusiasm of students to participate in the activity, and let students study easily and happily, which truly embodies the teaching concept that mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students.
Tisso
On Thursday of this week, according to the work arrangement, our school held a mathematics teaching and research activity: Class 4 (1), which was taught by teacher Li Hong, and the topic was "Drawing Corners". All the staff of our school's mathematics discipline group participated in the activity.
This lesson is the last lesson of this unit, and the content is "I can draw an angle with a specified degree on the basis of measuring it with a protractor".
There are a few things to learn: I can draw angles of 30 degrees, 60 degrees and 90 degrees with a triangular ruler; Flexible use of trigonometric ruler to draw some angles with special degrees, such as 90+90= 180 degrees, 30+45=75 degrees, 30+90= 120 degrees, 45+90= 135 degrees, 60+90 degrees, etc. And you can draw any angle with a protractor.
In class, teachers and students cooperate tacitly and the atmosphere is active. Students can easily accept those special angles. Then the teacher threw out a seemingly simple question: Who can draw a 65-degree angle? Then all the students began to try on the paper with a triangular ruler, but before long, they were all confused and stuck. Some students even questioned: "It is impossible to draw a 65-degree angle." If there are problems, they must be solved, so that students can have new learning. Teachers purposefully create such a teaching situation, which greatly mobilizes students' learning enthusiasm. Then, through group cooperation, communication and exploration, teachers and students mastered the steps of drawing corners in practice. The whole teaching program is designed reasonably.
Under the background of advocating new curriculum reform, this course has achieved the following requirements in teaching objectives.
(1) In terms of knowledge and skills, students can know the protractor, measure the degree of angles with the protractor, master the method of drawing simple angles of 30 degrees, 60 degrees and 90 degrees with the trigonometric ruler, and draw arbitrary angles with the protractor;
⑵ In thinking teaching, teachers can guide and demonstrate in an orderly way, students can develop the ability of emotional reasoning and deductive reasoning in observation and operation practice, students can understand the basic ideas and ways of thinking of mathematical problems in class, express their thinking process clearly and orderly in mathematical language, learn to think independently, and analyze and reflect on mathematical problems.
⑶ In solving problems, students can experience the process of exploring the steps of drawing corners and develop their general abilities of observing, operating, guessing, experimenting and inducing.
(4) In terms of emotional attitude, teachers can let students actively participate in learning activities, consciously design some problem obstacles (draw a 65-degree angle), guide students to learn to think and form the will to overcome difficulties. At the same time, teachers also respect students' individual differences and give appropriate help and encouragement to students with learning difficulties.
There are some highlights in this class, which are permeated with many teaching concepts, mainly including.
1, focusing on practical exploration;
2. Encourage students to cooperate and communicate, and let students explore and think in different ways;
3. Pay attention to students' individual differences, guide and encourage students, and make different students develop in different degrees;
4. Effectively organize students to operate and explore the process of knowledge formation, and better play the role of teachers as organizers, guides and participants.
Of course, there are also some regrets: the lead-in of classroom review takes too long, resulting in less practice for students in the later period.