Tisch
Teaching content: This section is in the second grade textbook.
Specific content:
Understand the concept of southeast and northwest; Correctly identify the direction of the object; Use southeast and northwest to describe the orientation of an object.
Teaching objectives:
1, understand the concept of southeast and northwest.
2, can correctly identify the direction of the object.
3. The orientation of an object can be described by the southeast and northwest.
4. By learning the knowledge of the southeast and northwest, I feel the vast territory and rich resources of the motherland and realize that there are mathematical truths everywhere in my life.
Teaching focus:
1, correctly identify the direction of the object.
2. Use the southeast and northwest to describe the orientation of the object.
Teaching difficulties:
1, establish the concept of southeast and northwest direction.
2. In real life, correctly use the knowledge of the southeast and northwest to serve life, especially the experience of the direction of the same object relative to different reference objects.
Teaching preparation:
Teaching courseware, cards, students collect objects to judge the direction of life before class.
Instructional design:
I. Introduction of activities
1. Students act according to the teacher's password.
2. Introduce questions and prompt topics.
Second, feel the relative position of east, west, north and south.
1. Group the students and name them: East Army, South Army, West Army, North Army and China Army.
2. Say: What teams are the front, back, left and right of the Central Team?
3. Say: What team is opposite the surrounding team? Understand that the northern team and the southern team, the eastern team and the western team are relative.
Third, know the east, south, west and north on the map.
1, observe the map and know the direction sign.
2. Through Inner Mongolia Autonomous Region, Hainan, Tibet and Shanghai, you can know the southeast and northwest on the map.
3. Summary: Facing the map, go up north and down south, left west and right east.
4. Active memory.
Fourth, the big action of breaking through the barrier
Level 1: I can name the "Five Mountains"!
Level 2: I can tell the difference between east, west, north and south!
The third level: flexible use of me is the best!
Level 4: I can live a smart life!
extreme
Teaching material analysis:
This unit "Direction and Position" is based on learning to describe the relative position of objects with up, down, left, right, front and back, and learning to distinguish the four directions of east, west, north and south. Teaching materials combine students' life experience and existing knowledge to design open and interesting practical activities. The purpose is to let students actively participate in activities and increase opportunities for exploration and experience. Therefore, this part of the content can not be taught as knowledge points, but let students deepen their experience and form a sense of direction in the activities.
Analysis of learning situation:
Although students have learned to recognize their relative positions, such as front, back, left, right, up and down. However, it is still difficult for sophomores to correctly identify the direction in real life. Teachers should make full use of students' life experience, lead students to observe and identify themselves on the playground, let students feel the four directions of east, south, west and north in the activities, realize that mathematics is around us, and develop the concept of space.
Teaching objectives:
1. Know the directions of east, south, west and north on the map.
2. In a familiar living environment, you can distinguish the four directions of east, west, north and south according to your own life experience, cultivate a sense of direction and develop a sense of space.
3. Let students experience that there is mathematics everywhere in life in practice; Learn to cooperate, communicate and reflect in practical activities.
Teaching focus:
In practice, feeling is oriented.
Teaching difficulties:
Identify directions in real scenes.
Teaching focus:
Let students learn to distinguish between east, west, north and south.
Learning guidance strategy:
Group cooperation and practical exploration.
Teaching aid preparation:
Practice the formula card and transparent glue in the third question.
Learning aid preparation:
Cut out the recording paper on page 105 of the textbook.
Teaching process:
First, introduce dialogue to stimulate interest.
(blackboard writing: southeast and northwest) In this lesson, let's learn "southeast and northwest" together. Let's take a look at the playground first and find out the direction, shall we? Don't worry, please take a pen and the recording paper that the teacher asked you to prepare, line up in groups and be led by the team leader. Under the leadership of the team leader, the students lined up to go to the playground. )
Second, practice activities and explore new knowledge.
(1) Outdoor observation and recording.
1. Find it.
Students, do you know which Fang Xiangsheng the sun rises from every morning? (East)
Can you point your finger to the east? (The student points to the east and looks at the east. )
Please observe carefully. What's in the east of the school playground?
Everyone is really capable. By looking for the rising direction of the sun, they quickly found the east, and they observed it very carefully and found many scenery in the east of the playground. It's amazing! So in which direction does the sun set at night? (western)
Can you point your finger to the west? (The students point to the west and look at the west. )
Please observe carefully. What is on the west side of the school playground?
Well, besides East and West, what other directions have you heard of? (North and South)
Do you know where the sun is at noon? (South)
Can you point out the south? (The students point to the south and look at it. )
Please observe carefully. What's in the south of the school playground?
So what is the opposite direction of the South? (North)
Can you point your finger to the north? The students pointed to the north and looked at it. )
Please observe carefully. What's in the north of the school playground?
Step 2 write it down.
Ask the group leader to organize the students in his own group and write down what you just saw on the recording paper according to their own directions. Words that can't be written can be pinyin. Note that the directions of east, south, west and north must be marked. (Students complete the division of labor and communicate in groups. Teachers' patrol guidance. Organize students to return to the classroom. )
(2) Indoor sorting and identification.
1. Have a look.
Let each group leader stick the observation record paper on the blackboard to see the difference. (The team leader sticks the recording paper in turn. )
Guide the students to observe whether the places marked on each record paper are the same. (Students observe and find that the locations marked on the map are different. )
Question: Please think about it. We remember the same place. Why do they look different? (Our group writes "North" on it and our group writes "East" on it ...)
It looks messy. In order to unify the pictures that everyone remembers, we stipulate that "North" should be written on it. There is no record of "North" in the upper group. Please ask the team leader to come up and adjust. (The team leader stepped forward to adjust. )
Redirect observation: Are these four places in the same position now? It seems that all the students in our class record well. The top of the picture is "North", so what directions are drawn below, left and right? (Students observe and answer. )
Please turn to page 58 of the book and listen to what this wise grandfather has to say.
Students read this wise man's words: the map is drawn from north to top, south to bottom, left to west and right to east. )
Now do you know why the teacher stipulated that "North" should be written on it just now?
Tisso
Teaching objectives:
1. Knowledge goal: Given one direction (east, south, west or north), we can identify the other seven directions and use these words to describe the position of objects.
2. Ability goal: further develop the concept of space and make clear the direction with the help of activities.
3. Emotion, attitude and values: Experience the close connection between mathematics and real life. Given one direction (east, south, west or north), the teaching focus can identify the other seven directions.
Teaching difficulties:
Determine the direction with the help of activities and further develop the concept of space.
Solution strategy:
Cooperative inquiry homework. According to the theme map, tell which direction the gymnasium, shopping mall, hospital and post office are in the school.
Teaching content:
Know the southeast, northeast, southwest and northwest
Teaching process:
First, situational introduction
Show the theme map and let the students observe: what do you see and tell their direction.
Let the students put themselves in the position of the school, and tell which direction the gymnasium, the shop, the hospital and the post office are. The teacher asked the students to speak in groups of four first, and then the teacher called the roll to let the students speak for themselves.
After the students answered orally, the teacher asked the students to fill in the notebook and marked the east, south, west and north directions in the picture.
Second, summary
The teacher asked the students to observe the difference between the directions of the remaining four buildings and the directions they knew before. The teacher asked the students to talk about the direction of children's palace, TV and zoo after discussion. It is too much trouble for the teacher to guide the students to describe the direction like this. Please name these four directions separately. After the group discussion, write down the names next to the buildings in the book. The teacher asked the students to talk more about the direction of the four buildings in the school, and finally the teacher summed it up. In teaching, we should correct students' wrong statements about northwest, northeast, southwest and southeast. Teachers and students make directional boards together. The teacher wrote instructions on the blackboard. First find the points in eight directions and give the north direction, then let the students write the remaining seven directions themselves.
Student production, teacher patrol guidance. The teacher asked the students to point out the direction on the stage.
1. Give it a try (group activity)
(1) What are the eight directions in the classroom?
(2) Let students sit in their seats. The teacher gave the class the direction to face. Say which classmate in the group is southeast, northeast, southwest, northwest. After the group activities, say their names. When using the orienteering board, teachers should pay attention to the direction in the orienteering board should be consistent with the direction in reality.
What did you learn from this course?
Students communicate and report in groups.