[Teaching objectives]
1 You can understand the up-and-down and back-and-forth positional relationship in a specific scene, and you can accurately judge the up-and-down and back-and-forth orientation of an object.
Can solve simple problems in daily life according to the orientation requirements of up and down, back and forth, learn to describe the position of objects with up and down, back and forth, and develop the concept of initial position.
3 in group learning to cultivate the awareness of group cooperative learning
[Teaching process]
First, the introduction of heart-to-heart, revealing topics
1 observation: children observe their spacious and beautiful classrooms and say what you see (blackboard, podium, desks and chairs, children ...)
2 Doubt: What is the positional relationship between them?
3 Jieti: In this class today, let's get to know the position between them. (blackboard writing: recognize the position)
Second, discuss and exchange and gain new knowledge.
1 Show the theme map-class question: Observe the theme map and tell the students the names of the four children in the map.
2 Discuss communication
(1) Group discussion: Where is the national flag on the blackboard? Where is Xiao Ming in Xiaojun?
(2) Group report. Blackboard: The national flag is on the blackboard, and Xiaoming is in front of Xiaojun.
(3) Discussion: The national flag is on the blackboard. How can you say that Xiaoming is in front of Xiaojun?
Ask questions in groups: you can also find out which objects in the picture have up-and-down and back-and-forth positional relationships. After discussion, the report: the globe is above the podium, and the podium is below the globe. Xiaohong is in front of Xiaoping, and Xiaoping is behind Xiaohong.
……
Contact the real scene in the classroom and feel the positional relationship group. Students talk and point at each other. The positional relationship between people or things in the classroom indicates that there is a certain positional relationship between two objects. If one object is above another, then the other object is below it. If one object is in front of another object, then the other object is behind it.
Five games
(1) points to your front, back, up and down.
(2) Clap your hands: clap up, clap down, clap before, clap after, clap you, clap me, and correctly identify up, down, front and back. Third, expand application and deepen improvement.
1 "think and do" question 1, let the students point and say that the child sitting in front of you is, and the child sitting behind you is, and then let the students change their positions and say that the child sitting in front of you is, and the child sitting behind you is.
2 "Thinking and Action" Question 2
(1) According to the specified requirements, the students set it independently.
(2) Correct the interrelationships within the inspection team.
(3) The group takes mutual help activities to correct the children's mistakes.
3 "Thinking and Action" Questions 3, 4 and 5
Situation 1: Several small animals came here happily when they saw that children could help each other and learn from each other. Children, can you talk about the positional relationship between these animals? Report after group discussion.
Situation 2: In order to thank the children for telling their position, the small animals want to invite some children to their home. Children who want to go come up in line and say. There are several students in front of me and several students behind me.
Situation 3: (Projection demonstration refrigerator) Children, can you say a word with "up" and "down" according to the position of the items in the refrigerator?
Scene 4: Finally, the little animal invites the children to watch TV! (Projection demonstration combined home theater) Can you talk about their positional relationship with what you learned today? Report after group communication.
Fourth, summarize and evaluate.
1 What skills have we learned in this class today? Let the students communicate with each other first, and then tell you.
When you get home, tell your parents about the location of various items at home.
[General Comment] Understanding Location This course is mainly to guide students to experience the positional relationship between up and down and before and after in specific scenes, and to solve simple problems in daily life according to the requirements of up and down and before and after. Specifically, the design of this class has the following characteristics:
1 Close contact with students' real life, so that students can feel the positional relationship between up and down and before and after.
Guiding students to describe the position of objects in the process of cooperation and communication not only cultivates students' ability to describe the position of objects with words such as up and down, back and forth, but also cultivates students' preliminary concept of space.
3. Vivid learning methods such as observation, discussion and games are selected, so that students can actively explore the changing process of positional relationship in their love and enjoyment, and cultivate their application consciousness.
Pay attention to the cultivation of students' self-evaluation ability in the learning process. For example, students in the group check each other's correctness; Team members carry out mutual assistance activities, correct mistakes, and so on.