I have a preliminary understanding of how to write a corner evaluation lesson 1 After listening to this lesson, I gained a lot and learned a lot of business knowledge. The mathematics curriculum in compulsory education emphasizes that students should experience the process of abstract practical problems or mathematical models from their existing life experience, and advocate students to experience, experience and exercise, which requires students' learning activities to be a lively, proactive and personalized classroom. Teachers should stimulate students' enthusiasm for learning and provide them with opportunities to fully engage in mathematics activities. Under the guidance of this idea, I would like to talk about some superficial understanding of the course "Preliminary Understanding of Angle":
First, create a situation to find the angle of the surface of the object accurately.
Cultivating students' ability to collect and process information is an important goal of mathematics teaching. At the beginning of class, the teacher used "carelessness" to forget a line segment and turned it into a corner to attract students' attention and stimulate their interest in learning. At the same time, ask the students to find out which objects have horns in the classroom. By looking for the angle, students' understanding of diagonal graphics is from vague to clear, from concrete to abstract, and they feel the reality of mathematical knowledge, so that students can realize the close relationship between mathematical knowledge and life.
Second, give full play to students' initiative, explore and apply new knowledge and cultivate their abilities.
Teachers dare to let go and let students experience the occurrence and development of knowledge. In order to let students master the basic characteristics of horns, teachers organize students to find, touch, argue and fold.
First, let the students find out which objects around them have corners on the surface. In the process of finding the corner, they will initially experience that the mathematical knowledge of the corner is around us, and train students to observe and explain life from a mathematical perspective.
Let the students take out the triangle, touch any corner on the blackboard and tell their feelings. Look at it again and think about the characteristics of the corner summarized by the group discussion: a corner has a vertex and two sides. This provides a basis for students to draw corners after learning.
In the process of consolidating exercises, teachers integrate the consolidated knowledge into the game and creatively let students use and master it in the game, which is in line with children's learning characteristics. It truly embodies the basic idea of the new curriculum "Let students experience the process of knowledge formation".
Third, contact life and expand and extend.
The exercises at the end of class are designed step by step, with a high level and a good grasp of tonsure. Let the students find the angle in life first, then give consideration to the front and back, complete the small sloppy triangle and ask valuable questions. They not only review the angle, but also practice the multiplication formula of 3, which can be described as killing two birds with one stone. The last question gives students a space for divergent thinking and cultivates students' comprehensive ability to use knowledge. This kind of teaching not only conforms to the cognitive law of students from concrete to abstract, but also cultivates students' autonomy, cooperation and inquiry ability, and at the same time mobilizes students' enthusiasm and initiative in learning mathematics.
The teaching design of the whole class integrates interest, knowledge, creativity and thinking, which enhances students' diagonal understanding. The design of each link also greatly encourages students' emotion of learning mathematics, so that students can get more benefits at one stroke.
It would be better if the teacher spoke more boldly and used less repetitive language in this class.
How to write a preliminary understanding of the corner 2 Today, I listened to Teacher xxx's "Preliminary Understanding of the Corner". Let me talk about my preliminary understanding of the corner from the following points.
In the teaching process, the teacher asked the students to find the angle in their life, so that they could initially perceive the angle. The teacher folded the angle with paper, so that the students could gain a lot of perceptual knowledge in observation and form a correct representation of the angle. After folding the corner, the teacher makes the students feel that the two lines of the corner are straight. At this time, the teacher will give the concept of "the vertex of the angle, and the straight line is the edge of the angle". At the same time, let the students summarize the composition of the angle, thus revealing the essential attributes of the angle, and on this basis, get the same characteristics of the angle: a vertex and two sides. The above series of teaching activities are all carried out around the knowledge and skills goal of "getting to know the angle initially and knowing the names of each part of the angle".
In the process of importing, the teacher asked the students to find corners around them, and some even looked for classmates. This closely links the original abstract corner with the corner in life, which not only deepens students' understanding of diagonal, but also makes them naturally feel that mathematics knowledge comes from real life and mathematics is around.
The whole class and students are very enthusiastic about learning. Students bend, draw and change the size of the angle, actively participate in learning and experience some essential attributes of the angle. In this class, the teacher used multimedia in many places. In particular, when displaying the names of various parts of the angle, the drawing method of the angle and the change of the angle, the multimedia animation function is fully utilized, so that students can better understand and master the knowledge. However, when showing the angle drawn by students and swinging the angle with three sticks, the teacher did not make rational use of the projector.
In the consolidation exercise, the teacher according to the psychological characteristics of junior students. The first is to judge the angle, count the angles and play games-change the angle and the size of the angle. The exercises of the questions are from easy to difficult, from shallow to deep, from meeting to maturity, step by step. According to the students' performance in practice, we can know that the teaching goal of this course has been achieved. Students not only know the angle, but also can judge the angle and draw it. In addition, the angle is connected with the reality of life, which fully embodies the application of angle in life, that is, the life of mathematics, so that mathematics learning can be fully combined with children's own lives, and learning can be brought into their life background, so that they can understand and master mathematics in search, discovery and exploration.
It is debatable that teachers did not encourage students with words and actions in time and give them timely affirmation in the teaching process. Secondly, this kind of class is highly operational, the teacher gives students less time to operate, the teacher talks too much in class, and students are not allowed to discover and learn independently. Generally speaking, there are many places worth learning about the initial understanding of speakers.
As a new teacher, there are many places in your class today that are your pride and worth appreciating.
First, the whole class observed the illustration information in the teaching material, which led to the understanding of the angle, then returned to life, found the angle, and touched the angle with their hands to experience and feel the angle, which fully embodied the mathematical education concept and educational thought of "Mathematics comes from life and returns to life". This is an eternal concept in mathematics education.
Second, after knowing the corner, the children made a corner by themselves and played with their hands, which deepened their understanding of the diagonal and consolidated the theory that the diagonal has one vertex and two sides. Games are one of children's favorite activities. Let children learn and master knowledge in games, which embodies the concept of curriculum reform that teachers are happy to teach and children are happy to learn.
Thirdly, at the end of class, I made a serious summary of this lesson. What I learned and mastered in this class is beneficial to children's knowledge and to children's precipitation and consolidation of knowledge.
This class also has some unsatisfactory places, which may be debatable. Think together and solve it in practice. For example:
First, in the course of the course, guide the children to observe the illustrations in the textbook. Illustration is a football field, and there is a certain gap for rural children to understand football field. If you change the playground in your child's life (such as school stadium photos), it will be better for children to observe the corners in the picture and find out the corners, which will be closer to their lives, and then it will be easier to find the corners in the picture. As long as the math classroom elements we use are close to children's real life, their learning interests and effects will be different.
Second, when observing the angles in scissors and triangles in detail, you said that they only have one angle, but in fact they all have more than one angle, so you should guide your children to observe them carefully.
Thirdly, after the understanding of diagonal has a certain theoretical basis, we should further put this mathematical problem into our life and teach our children to observe it, so that everything in life contains various angles, paving the way for learning right angles after class.
Fourth, when teaching children to count angles, not only the intuitive angle, but also the hidden angle should be considered. For example, draw a straight line from the vertex of an angle to the inside of the angle, not just two angles, but three angles, because it looks like two angles on the surface, but actually there is a big angle.
In short, this class has praised you a lot, which shows that your professional level has risen greatly. I hope that you will continue to carry forward your unremitting pursuit spirit, and apply the concepts of league building and class culture to your second-grade classes, so that your classes can better reflect your style and characteristics and your life value in the trend of curriculum reform.
Angle Evaluation Lesson 4 How to Write a Preliminary Understanding After listening to the class "A Preliminary Understanding of Angle" given by Li Huiying, I feel that it is really a lively, interesting, solid and effective class. Let me talk about the characteristics of this class from several aspects:
1. Connecting with practice, let students experience life-oriented mathematics.
The teaching content of "cognitive angle" is based on students' intuitive understanding of rectangular, square, triangular and other plane graphics. This part is an important basis for students to further study the corner in the future, and it is also one of the important contents of cultivating students' spatial concept. When importing, the teacher makes use of students' existing knowledge of plane graphics such as triangle, pentagram, circle and rectangle, so that students can abstract angles from these graphics and extract the concept of angles from these angles: an angle has a vertex and two sides. Simplify and simplify the understanding of abstract angle. Teachers also regard life materials and life scenes as important resources and provide them for students to understand and experience. For example, ask students to ask the teacher to bring a pair of scissors for students, a straw on a coke bottle, a clock and so on. Familiar objects arouse students' strong confidence and stimulate their interest in learning new knowledge. The original abstract corner knowledge is closely related to the corner in life, which not only deepens the understanding of the corner, but also deeply realizes that mathematics comes from life and is used in life.
Second, pay attention to operation and let students act.
"Preliminary understanding of angle" is intuitive and operable. Teacher Li Huiying designed activities such as corner finding, corner drawing and corner making, so that students can participate in different educational scenes created by teachers according to the teaching content in a lively and interesting way, and guide students to participate in various senses such as eyes, hands, brain and mouth, and experience the process of knowledge formation in practical activities. Thus, it establishes the appearance of the corner, enriches the understanding of the corner, develops the concept of space, and truly embodies the concept of "letting students experience the process of abstracting practical problems into student models" advocated by the new curriculum standard.
Finally, I put forward an immature idea for discussion: when the teacher teaches the part of "drawing corners", can the students discuss what tools are needed for drawing corners first? Which part of the corner do you want to draw? Will this limit students' operational ability? Without this specific discussion, students may have various incorrect painting methods, and some children may draw corners without vertices and edges without straight lines ... and this class will be wonderful because of these "inaccuracies".
A preliminary understanding of how to write a good corner 5 From the overall effect of this class, Mr. Lin Sisi has established the teaching concept of the new curriculum reform. The class is very active and there are many places worth learning:
1, let mathematics knowledge return to real life.
Mathematics comes from life and serves life. They are interdependent. Only when students realize that mathematics comes from life and there is mathematics everywhere in life can they learn mathematics with interest and affection. Teacher Lin has been paying great attention to this in this class. For example, a new lesson is introduced from a rectangle to awaken students' understanding of the diagonal at ordinary times, and then the corner is abstracted by students touching and looking for it in their lives, so that students can naturally feel that mathematics knowledge comes from real life and mathematics is around. At the end of class, Mr. Lin asked the students to find out how many angles there are on the "five-pointed star", so that students can deeply understand the application value of mathematical knowledge in life.
2. It truly embodies students' autonomy and cultivates students' innovative spirit.
This class has changed the situation that teachers dominate the classroom and let students play a leading role in various teaching activities. Really achieved the goal of "knowledge is no longer completely taught by teachers, but is continuously acquired through students' hands-on operation and independent experience". For example, when the comparative angle is large, the teacher only provides students with simple materials (CDs) for students to operate by themselves, actively explore, fold out different angles, and experience the angle size in the form of group cooperation and communication.
3. Use multimedia video to break through teaching.
When teaching, the teacher plays the video of drawing corners to concentrate the students' attention, which is very clear and intuitive. Students practice drawing corners immediately after reading, and the teaching effect is very good. This video can also be watched by students repeatedly to break through the teaching difficulties.
Two issues worth discussing:
First, comparing the size of the angle with the angle of the disc is not very intuitive for students, and it is difficult to break through that the size of the angle has nothing to do with the length of the side. It is suggested that it can be changed into an activity corner, and the teaching effect may be better.
Second, angle is a very abstract concept, and students' cognitive level should change from image thinking to abstract thinking, so we can look for the angle in mathematics from life first, which may be more in line with students' psychological characteristics.
How to write a preliminary understanding of the corner? 6 The lesson "Preliminary Understanding of the Corner" designed by Teacher Liu gave me a refreshing feeling. The design idea of this lesson is very clever. The concept of angle is abstracted from the crocodile's open mouth and expressed by gestures. Then use the acute angle of the triangle to highlight the elements that make up the graph-vertices and edges. Then the concept of angle is consolidated through a series of examples. Several designs in the consolidation exercise have also attracted students' attention, such as comparing which slide is steeper, teaching arc with turntable, proposing which lamp has a larger sweeping range with the rotating process of light shooting, and then shooting two lamps.
What impressed me deeply was that the crocodile's open mouth was used to produce horns at the beginning of the class, which caused problems in the situation. The size of the horn and the meaning of "big horn" are put forward. This is a typical problem situation of opening your mouth. Teacher Liu used this to stimulate students' enthusiasm for inquiry and show the formation process of knowledge through the gradual abstraction of "object map-gesture-horn". Teaching circular arc with turntable is also the highlight of this lesson. After drawing the angle in traditional teaching, the teacher will add a short arc conveniently. There is no such thing as drawing this short arc in the definition of angle, which is natural for teachers and "flying fairy" for beginners. The teacher never seriously thought about the meaning of this arc, but told the students that an arc can be drawn between the angles formed by the two sides. And Mr. Liu presents a short arc in the direction of rotation through different directions of the turntable. Students can intuitively know the function of short arc, which indicates the direction of the opening and the meaning of the area sandwiched between the two sides, and then sum up with the students that short arc should be added to indicate the angle, otherwise we will not know what we are comparing.
A preliminary understanding of angle evaluation How to write 7 "A preliminary understanding of angle" is the teaching content of grade two of Beijing Normal University Edition. The teaching goal of this unit is to let students know the angle, know the names of each part of the angle and learn to draw the angle with a ruler. Teacher Yao has the following highlights in teaching this lesson:
1. Learning new knowledge is based on students' existing knowledge and experience, and respects students' starting point of knowledge.
Students have a preliminary understanding of diagonal lines in their lives and accumulated some experience. In teaching, teachers use students' existing life experience to let students find and point to physical pictures first. In the process of communication, students think that the sharp part is the corner. At this time, the teacher told the students in time: this is only a part of the angle, and the sharp point is the vertex of the angle. Respect children's real starting point of knowledge. On this basis, teachers and children complement each other and describe what an angle is in complete language. It can also be seen from the later exercises that the students' narrative is in place. Finally, the plane figure of the angle is abstracted on the basis of observing the real object.
2. Pay attention to hands-on operation, independent exploration, cooperation and communication, and let students experience the inquiry process.
After having a preliminary understanding of the "angle", let the students further understand the characteristics of the angle and understand the size of the angle by taking, pulling and folding. Through personal operation, students gain their own experience in exploring mathematics and cultivate their own exploration consciousness. Make corners and display corners in groups, so that students can participate in cooperative communication activities and realize the diversity of problem-solving strategies in communication.
3. Pay attention to the extension of knowledge.
(1) After knowing the angles, the exercise of "counting the number of polygon angles" was arranged. Through research, let students know the relationship between the number of sides and the number of angles.
(2) In the research of "How to make the angle bigger and smaller", the teacher not only asked the students to explore the relationship between the angle and the opening and closing of both sides. On this basis, the knowledge points of "two sides are flat" and "two sides overlap together" are also angles, laying a foundation for future study.
Through this lesson, I realize that in the future teaching, we should constantly adopt diversified teaching methods and carefully design each lesson according to the specific situation of students, so as to improve our classroom efficiency. For example, create a life situation before class, so that students can feel that life can not be separated from mathematics, thus having a deep interest and affinity for mathematics. At the same time, more attention should be paid to cultivating students' ability of independent inquiry, hands-on operation, comprehensive application of knowledge and innovative thinking in class.
A preliminary understanding of how to write corners. Comments on Class 8 Teacher Li's class is solid and effective. The instructional design of this course has the following characteristics:
First of all, from the perspective of life
The preliminary understanding of angle is based on students' preliminary understanding of rectangle, square and triangle, which is one of the main contents of cultivating students' spatial concept. This part of the study should be based on students' experience. In her design, Miss Li fully embodies the concept of "Mathematics comes from life", always makes students feel that mathematics comes from life, and closely combines students' life experience with mathematics learning. Let students discover mathematics in life, learn mathematics in life, turn mathematics teaching into activity teaching, and fully mobilize students' learning enthusiasm. Through students' activities such as knowing the corner, drawing a picture, folding and folding, they can personally perceive and experience the characteristics of the corner in the activities, and think and explore in the perception and experience, which effectively stimulates students' interest in participating in learning. The whole classroom atmosphere is lively, and everyone can operate, discuss and speak.
Second, pay attention to the reuse of classroom resources.
Teacher Li also pays attention to the reuse of classroom resources. When guiding the exploration of the basic characteristics of corners, let students draw a favorite corner on white paper, show their different works, but don't make comments. After the students have experienced the characteristics of the angle, let them think about whether they have drawn the angle. In this way, while highlighting students' individual thinking and individual differences, we can further deepen our intuitive understanding of the diagonal.
Third, guide students to explore what the angle is related to.
Teacher Li is guiding the exploration of the relationship between the size of the angle and what. I think this design is quite clever. "What is the relationship between the size of the angle" is a difficult point for students to learn. The teacher organized the students to make an active angle with their two pencils, thinking while operating: "How to make a bigger angle? How can I put a smaller angle? " Through activities, let students realize:
(1) The lengths of the two sides of the active angle have never changed, so the size of the angle has nothing to do with the length of the drawn side.
(2) The larger the opening, the greater the angle, the smaller the opening and the smaller the angle, so the angle is related to the opening degree on both sides. After careful design by Teacher Li, this simple and thoughtful teaching difficulty can be easily broken.
It is worth discussing that when the perception angle is sharp and straight, the teacher asks individual students to touch the angle and experience the characteristics of the angle. Personally, I think the angle is more abstract geometric knowledge, and students have a triangle in their hands. Why not let each student stab and touch with his own triangle, let each student experience it, and then draw a conclusion with a sharp and straight angle.
In short, the teaching design of this course can closely combine the students' knowledge level with the actual life, conform to the cognitive laws of primary school students, not only enable students to learn new knowledge in a harmonious atmosphere, but also enable students to develop physically and mentally healthily.
How to write a preliminary understanding of the angle evaluation class 9. The knowledge goal of this class is to implement:
1, knowing the angle, can point out the names of each part of the angle;
2, know how to compare the size of the angle, and know that the size of the angle has nothing to do with the length of the side, but with the size of both sides;
3, can draw corners.
Judging from these two classes, Mr. Wang has not done enough in these three points. It can be said that the teacher arranged and told the students the conclusion, but did not see the students' activities, students' participation and the effect of students' learning. Teacher Lin Daotong has done well in this class. There are many interactions between teachers and students, which fully embodies the main position of students' learning and has good learning effect.
First, understand the angle, understand the names of each part of the angle.
The design of the two teachers is to let students know the prototype of the corner that can be seen everywhere in life through the process of "pointing to the corner" and "finding the corner" in life, and then abstract the correct representation of the corner and the names of various parts of the teaching corner from the object. Teacher Lin Daotong handled it flexibly. First, the game of "holding peanuts with chopsticks" is fascinating and attracts students' attention. At the same time, let students feel that the figure formed when two chopsticks hold peanuts is an angle, which naturally leads to a new lesson. Then on this basis, let students "point", "find" and "create" angles to enhance their perception. Naturally abstract the correct representation of the angle (the figure of the angle) and the names of the parts of the teaching angle. There is no such activity in Mr. Wang's teaching, but the teacher goes down step by step, and the students follow, without the guidance of learning activities and learning methods.
Second, compare the angles.
It is difficult for students to understand that the angle has nothing to do with the length of one side, but the conclusion related to the divergence of two sides, including the comparison angle, is also influenced by the length of one side for middle and advanced students. How to make students understand and abstract this conclusion? Teacher Lin Daotong gave students the initiative to learn and let them observe, communicate, discuss and discover. Students found that "the bigger the mouth, the bigger the angle". But what should students do when comparing because of visual reasons or the influence of side length? Teacher Lin naturally taught the second comparison method, superposition method, to compare sizes. Students with cognitive errors and conflicts will have a deeper understanding of knowledge.
Third, draw corners.
For the second-grade children, the ability to operate is still abstract. How to teach students to draw corners? Teacher Wang's teaching should be invalid, because there is no teacher's demonstration and guidance, and students are not seen to draw corners accurately. It's just that the teacher repeatedly emphasized the method of drawing corners, saying how far it is unrealistic. Here, I think Mr. Lin has done a good job, which conforms to the students' cognitive law and teaching law. First, let the students say how they want to draw, and then the teacher guides the correct drawing method, and demonstrates drawing corners while talking. Finally, let the students draw the corner and mark some names on the corner. This "marking" link is well done, and "marking" can also find out whether the corner is painted correctly, killing two birds with one stone and achieving excellent results.
Fourth, there are still many places where this class teacher has done well.
For example: teacher Lin's blackboard design specification, science; Teachers' encouragement, praise and affirmation to students; Teacher Lin's class summary is effective, not a sentence; I think another highlight of teacher Lin's class is that the design of exercises is rich in gradient and breadth, which can cultivate students' divergent thinking ability and interest in learning. For example, let students use rectangular pieces of paper to fold corners, cultivate students' hands-on operation ability, and gain direct experience of understanding corners again; There is also the excavation of "cutting corners" and "counting corners". Although it is a bit deep (this depends on the actual consideration of students), it is not difficult to see that the teacher has made great efforts to prepare lessons for this class.
After teacher Li's careful design of the course "Understanding Corner", the whole classroom teaching embodies the concept of new curriculum reform, which can attach importance to students' active participation, cooperation and communication on the basis of students' subjective development, give students sufficient opportunities to operate, express orally and think with their brains, and make them truly masters of the classroom. In addition, in the teaching of drawing corners, Mr. Yin first asked the students to discuss how to draw corners, then let the computer demonstrate the steps of drawing corners, then let the students imitate the teacher to draw corners, and finally let the students draw corners independently.
It may limit students' operation ability to a certain extent, but I think Mr. Li's teaching methods may better implement this knowledge and make effective and reasonable use of classroom time. Personally, when teaching the characteristics of the angle, students can touch the angle with their hands and experience the characteristics of the angle. Angle is an abstract geometric knowledge. Only by touching and feeling can students leave a deep impression on its characteristics. In short, both the implementation of basic knowledge and the breakthrough of important and difficult points in the whole class are quite in place.
This lesson is divided into three parts: the understanding and judgment of angle, the drawing of angle and the size of angle. Teacher Li handled these three contents clearly and properly in teaching. I appreciate teacher Yin's careful teaching. For example, in judging whether it is an angle or not, I also change a figure that is not an angle into an angle or an angle into an angle. In the teaching of angle size, I think we can show two angles, one with a big opening but a short side, and the other with a small opening but a long side, so that students can judge which angle is bigger. Students may judge that the angle of the big opening is large, so the angle has nothing to do with the side length.
How to write a preliminary understanding of the corner? Comments on Teacher Jiang 1 1's A Preliminary Understanding of Diagonal Angle. The classroom atmosphere is active. Through hands-on operation, independent exploration, cooperation and exchange, we can highlight key points and break through difficulties. This is a successful lesson. There are several highlights in this lesson:
1. The introduction of the new curriculum captures students' curious psychological characteristics, stimulates students' interest in learning by using the rabbit house they are familiar with, and creates a good learning situation for later exploration and study.
2. Fully embody the student-centered teaching principle. Pay attention to hands-on operation, independent exploration, cooperation and exchange. In the teaching process, let students first find and touch the picture of the situation map, divide the angle and point the angle, so that students can initially perceive what the "angle" is and form the characteristics and concepts of the angle. Then let the students operate: take, pull, fold and draw, to help them establish the concept of angle and what the angle is related to. Let students experience, understand, discover and know the angle in the practical operation of "finding angle-pointing angle-folding angle-making angle-drawing angle". At the same time, let students realize that mathematics is not mysterious, and it is in daily life, so that students can feel the close connection between mathematics and real life and cultivate their awareness of exploration and innovation. It embodies the spirit of the new curriculum standards.
3. In-depth lesson preparation can predict the difficulty of this lesson-what is the angle related to? You can break through the difficulty through computer demonstration and physical demonstration.
4. The practice design has various forms, layers and slopes. In the process of practice, let students use children's songs to consolidate their understanding of diagonal lines.
The difficulty of this lesson is that the size of the angle has nothing to do with the length of the side. Which part does the suggested angle refer to? The teacher had better put the teaching AIDS on the blackboard to demonstrate and give more examples to impress the students.