Teaching objectives
(1) It is clear that the position of an object can be determined according to two conditions: direction and distance.
(2) Understand the application of location knowledge in life and feel the connection between mathematics and daily life.
(3) Cultivate students' ability to analyze problems from multiple angles.
Emphasis and difficulty in teaching
Teaching emphasis: the position of an object can be determined according to two conditions: direction and distance.
Teaching difficulty: skillfully express the direction of the object relative to the observation point.
teaching tool
courseware
teaching process
Activity 1 teaching process
(A review of old knowledge, the introduction of new lessons:
Teacher: What have we learned about location and direction?
Teacher: 1. Show the sign of the cross direction with courseware, and mark the east, south, west and north according to the student's report.
2. Show the northeast, southeast, northwest and southwest directions, and still mark the names according to the student report.
3. What are the angles between northeast, southeast, northwest, southwest and east, south, west and north? Mark the results according to the students' narration.
(Design intention: On the premise of letting students recall the relevant old knowledge in their minds, through the intuition of courseware, help students activate the relevant old knowledge and clear the way for learning new knowledge. )
Teacher: Who can introduce the layout of our campus to the guests (show the scene map)? Please describe the location of the building.
Teacher: The teacher asked, "How do you judge the directions of east, south, west and north in the picture?" ?
Lead the students to the conclusion that the sun is in the east in the morning, so this map is drawn in the direction of up north, down south, left west, right east.
(Design intention: By creating scenarios, students will naturally be brought into learning, which will help students to further understand how to collect useful information to judge the direction in life and the knowledge point that the direction is relative. )
(B) create a situation, independent inquiry:
Teacher: Please take the campus as the observation point and introduce the direction of the buildings around the school to the guests.
Teacher: Let's keep looking at the pictures. Who can tell us the direction of Shiqiang town health center and brick factory?
Then show the location of Yuezhuang community and ask the students to try to describe it.
Teacher: Let's judge who is more accurate.
Teacher: Who will tell us the specific location of Yuezhuang Community?
When the students are talking, the teacher sweeps the corresponding corner from the due east direction with his hand gesture and writes on the blackboard: East by South.
Teacher: Who wants to say it again?
Can you gesticulate with your hands when you are talking? (Strengthen students' perceptual knowledge)
Teacher: This angle is 30. How many degrees is this angle? (Sweep the included angle between the direction of Yuezhuang Community and due south by hand)
Teacher: Who can talk about the direction of Yuezhuang community in another way?
Health: Yuezhuang Community is 60 south to east of our school. (sweeping with gestures)
Teacher: (blackboard writing: south by east)
Summary: When we introduce the direction of an object, we usually describe it from a smaller angle. (Courseware hides another saying)
(Design intention: create problem situations through courseware, return the classroom to students, let students explore the description method of the direction in the discussion, and help students understand and deepen their perceptual knowledge with gestures. Through the exploration of different description methods, students are inspired to analyze problems from multiple angles and improve their thinking level.
Teacher: Now, please talk to each other in groups about the direction of Hushan vegetable garden in our school.
Show the answers with the students' narratives and ask what else to say.
After that, practice describing the location of China Mobile Business Hall and Tiantai Community in the same way, and write down the words of orientation on the blackboard while students describe them, such as north-west, north-west, south-west and south-west.
Summary: We learned eight new locative words (southeast, southeast, northeast, northeast, northwest, northwest, southwest, southwest) and gave students appropriate incentives.
(Design intention: Try to make students better apply what they have learned to real life by practicing the description method of consolidating the direction. )
The teacher guides the students to continue to look at the pictures and describe the direction of Tuoda shoe factory, which leads to conflicts.
Teacher: It's all 30 degrees east by north. Why are there two buildings? (Students point out different distances)
This leads to the accurate expression of building location, and adds a condition-distance on the basis of direction. Let the students practice speaking.
(Design intention: Ask questions through conflicts caused by courseware, stimulate students' thirst for knowledge and exploration, and feel the importance of distance when determining the position of objects. )
Several buildings just introduced reappear in the courseware, but the distance is increased at this time, and then the description method of each building position is shown with the narration of the students.
Arrange students to practice introducing other buildings around the school. The teacher clicks on the corresponding position with the students' narration. (and guide students to pay attention to the change of direction signs here)
(Design intention: consolidate new knowledge and help students further understand the connection and difference between old and new knowledge)
(3) Consolidate practice and improve application ability;
Give the students time to finish the exercise paper in their hands, then the teacher will mark the size of each corner with courseware and show the empty answers together with the students' reports. ) and pay attention to timely incentives.
(Design intention: consolidate the narrative method of object position and put it into words. Help students understand the importance of scale)
Teacher: (showing the second question) Who found the difference between the second question and the first question? (Design intention: To improve students' ability to look at pictures and improve their hands-on operation ability by identifying the direction in pictures lacking directional words)
Finally, the teacher leads to summarize, ask questions and inspire.
Teacher: Can you be more specific?
Teacher: Today, the students are very attentive in class. I hope you can keep such an excellent learning state in class tomorrow. Class is over.