Reflections on the first mode of longitudinal parallel teaching
"Vertical and horizontal" is the teaching content of the first lesson of Unit 4 in the first volume of the fourth grade of the new curriculum standard People's Education Edition. This part of the textbook is taught on the basis that students have mastered the knowledge of straight lines and angles, and it is also the basis for understanding parallelogram and trapezoid. Because verticality and parallelism are two special positional relationships of two straight lines in the same plane, and they are widely used in life, whether walking in a wide street or sitting in a spacious and bright classroom and looking around, there should be no shortage of verticality and parallelism. For children in the fourth grade of primary school, they should all have such an experience: which lines cross and which lines do not. So what we have to do in class is to let students experience two disjoint straight lines called parallel lines, and there is a special intersection called perpendicular to each other, so that students' understanding can rise to the level of thinking. In view of this, at the beginning of the class, let students animate two straight lines at different positions on the white paper, and then select representative paintings from the students' works to classify them, thus leading to the concepts of parallelism and verticality. Then let the students find and talk about the parallel and vertical phenomena in life, and deepen their understanding of vertical and parallel. Finally, through searching, swinging and other links, students can feel that mathematics is around us while further understanding vertical and horizontal; Feel the meaning of mathematics by appreciating the vertical and parallel lines in life.
1. At the beginning of class, please draw the position of two straight lines directly. Now I think children can close their eyes and imagine that a straight line appears on a big plane, and then another straight line appears. What is the positional relationship between these two straight lines? Please open your eyes and draw the position of your imaginary straight line. In this way, taking spatial imagination as the breakthrough point, let students close their eyes and imagine two straight lines appearing on the infinite plane, and ask them to draw two imaginary straight lines, directly enter the atmosphere of pure mathematical research, create such a problem situation of pure mathematical research, infect and attract students with the charm of mathematics itself, help students carry out research, especially lay a good foundation for deeper research and exploration, make a good transition, and gradually cultivate students' interest in mathematical research.
2. Let children feel the knowledge in the experience. After introducing the concept of parallelism, "two straight lines that do not intersect in the same plane are parallel to each other", I immediately asked: Why do you want to add the word "mutual"? As soon as the question was thrown, I regretted it, because the children only had a general concept of "parallelism" and asked them to say "why" at once. As you can imagine, my classmates are all confused by me, and only a few students can say a few words according to their own understanding. Later, in the process of evaluating classes, many teachers felt the same way. As a relatively abstract conceptual knowledge, students must understand it through operation and experience. If you only use oral explanation, you will only get twice the result with half the effort. In fact, this issue is very important, but it will be reconsidered and reconsidered when it appears. Teacher Lu suggested that it is better to throw this question after the students have said the relationship between two parallel straight lines.
3. The timing is not good enough. Strictly speaking, there is still one link unfinished. Although it will not affect the integrity of the whole class, at least it is a pity that the following links did not appear.
Reflections on vertical and parallel teaching: model
"Vertical parallelism" is taught on the basis of students' understanding of straight lines and angles, and is the basis of understanding parallelogram and trapezoid. Vertical and parallel are two special positional relationships of two straight lines in the same plane. In order to let students find the position relationship between two straight lines in the same plane and draw a conclusion. In the design and implementation of classroom teaching, I strive to embody: 1, pay attention to creating life situations to make mathematics learning closer to students; 2. Let students complete the construction of knowledge independently through hands-on practice, independent exploration and cooperation and exchange; 3. Strive to create a new teacher-student relationship and make the classroom full of vitality; 4. Pay attention to the incentive function of evaluation and enrich students' emotional experience. For this lesson, I mainly grasp the following points:
1, accurately grasp the starting point of teaching, and strive to give students a "real" math classroom.
Starting from students' reality, this lesson pays attention to students' life experience and knowledge base, and starts with reviewing the knowledge of "straight line" to arouse students' memory and prepare for the inquiry learning of new knowledge. At the same time, gradually cultivate students' interest in mathematics research and attract and infect students with the charm of mathematics itself.
2. The ways, methods and teaching means of classroom teaching are unpretentious.
In teaching, I firmly grasp the "classification as the main line" to carry out inquiry activities, and put forward "draw two imaginary straight lines on the infinite plane?" "Can you classify these situations?" For such a problem with thinking value, students observe and think through various activities such as thinking, drawing, dividing points and speaking, and gradually realize that the positional relationship between two straight lines in the same plane has only two situations: intersection and non-intersection, and there are two situations: right angle and non-right angle. This kind of teaching not only conforms to students' cognitive law, but also conforms to students' cognitive law through classification and hierarchical understanding, which is also conducive to improving students' real life, allowing students to discover mathematics knowledge from their own side, further cultivating students' observation ability and discovering vertical and parallel phenomena. When dealing with the teaching difficulty "in the same plane", I use courseware to show a cuboid, draw two disjoint straight lines on different faces of the cuboid, and ask students whether they are parallel, so as to help students understand that the relationship between vertical and parallel must be in the same plane, which is intuitive.
3. The new training points and expansion points are solid and effective.
In addition to looking for vertical and parallel phenomena from the theme map and from the side of life, students are also required to pose, spell and draw a picture ... Through these exercises, students can further deepen their understanding of the concepts of parallel and vertical, further expand their knowledge and overcome the boring feeling of learning mathematics. Let students really participate in the learning process and improve their ability in the learning process.
There are also many shortcomings in the teaching of this course. In short, in the face of the success or failure of the new curriculum classroom teaching, I will treat it calmly and strengthen the re-study and re-practice of the "new concept" in constant self-reflection. I believe that I can grow in constant self-reflection, develop in constant self-practice and innovate in constant self-growth.
Reflections on vertical and parallel teaching: Fan Wensan
The content learned in this lesson is based on students' understanding of straight lines and angles, which is the basis of understanding parallelogram and trapezoid. Vertical and parallel are two special positional relationships of two straight lines in the same plane, which are widely used in life. How to abstract students' life experience into mathematics? Perceive the vertical parallel phenomenon in life from a mathematical point of view? How to further develop students' spatial imagination ability, so that students can find the positional relationship between two straight lines in the same plane and draw a conclusion? Around these goals, combined with the topic of our mathematics research group, "Development and research of school-based curriculum for primary school mathematics reading teaching", I try to embody the following characteristics when designing teaching plans.
1, using a little time before class, try to show a short story with some math problems by multimedia, so that students can read and think while previewing before class, and improve their reading ability and thinking ability. The effect is not bad. At that time, some students drew their grades on paper. After class, some students came to me to exchange their grades. It would be nice to add such a short story and interesting questions to each class.
2. Create a preview scene and feel the positional relationship between two straight lines.
When designing the introduction of this lesson, I prepared two sticks and asked the students how they might be placed if they were thrown on the ground. Ask the students to draw a picture on the paper with a straight line instead of a stick and show it. There are two reasons for this design: one is to reflect the idea that mathematics knowledge comes from life, and the other is to let students develop good preview habits. I will show the possible placement in the media and number it to improve the operability of student classification. After the students have determined their ideas, they can communicate in groups. Then, I asked the students to imagine what would happen if the stick became two straight lines and extended to both ends indefinitely. Here, the students' own learning ability is fully utilized, and the possible situations are divided into two categories, namely, the intersecting and non-intersecting straight lines are displayed on the rear projection, which permeates the ideas of limit and set.
3. Taking classification as the main line, students learn independently, explore cooperatively and understand the positional relationship between two straight lines in the same plane.
With the participation and active discussion of students and teachers, the classification of knowledge is realized, that is, cross-class and non-cross-class In this way, naturally, two straight lines that do not intersect in the same plane are called parallel lines, or they are parallel to each other. From the perspective of intersection, students find a special situation "+",which leads to the concept of perpendicular to each other. Guide students to verify the right angle phenomenon after intersection with tools. Cultivate students' scientific and rigorous learning attitude.
Let mathematics come alive and discover mathematics knowledge from students. Find the vertical and parallel phenomena. Cultivate students' observation ability and further discover the verticality and parallelism in life.
Aspects worthy of reflection
1, the sense of difficulty is handled a little fast. There are many slow learners in this class, and some slow learners don't understand it, especially "on the same plane". I don't think "in the same plane" is given directly here, but it will be better if I give the words "in the same plane" after I give two straight lines that are neither parallel nor intersecting.
2. This course is for students to go home one day in advance to preview, because vertical and parallel are very professional terms, which students have hardly heard of, but they often see such examples in their lives. Let the students preview and let these two concepts enter the students' impression in advance. At least let the students have a general and preliminary understanding, and then we will explain it in class in a standardized way, and the effect will be better. Otherwise, I only heard about verticality and parallelism for the first time in class, so it is difficult to connect with examples in life in time and quickly, let alone understand the concept word by word, which is not impressive and naturally not deep. But judging from today's teaching, there are very few students who preview. Although the accidental concept is slow, every concept student has read it several times, and I will explain what I don't understand, but there are still students who know it.
Of course, students have to go through a process to accept a new mathematical concept. First, they have to accept the name of the concept, so that they can further understand it and connect with other knowledge after understanding it. Otherwise, before the students remember the name of the concept, the teacher will keep explaining it. It is estimated that students are really at a loss and don't know whose story the teacher is telling.
Reflections on vertical teaching and parallel teaching;
★ Reflections on Longitudinal Parallel Teaching
★ Reflections on the Longitudinal Parallel Teaching of Mathematics
★ Reflections on the Vertical and Horizontal Teaching in Grade Four
Reflections on the teaching of drawing vertical lines
★ After class, reflect on the nature of the vertical line in the math line segment of Senior Two.
★ Thoughts on vertical teaching
★ Reflections on the Vertical Teaching of Mathematics
★ Three model essays on the design of eighth grade mathematics teaching plans.
★ Reflections on the Teaching of Middle Vertical Line
★ Rethinking the People's Education Edition of Mathematics Teaching in the Fourth Grade of Primary School