In daily life, teaching is one of the important tasks, and the course review draft is an evaluation of others' teaching. How to write the manuscript review? The following is a sample essay (5 in total) of the lesson "Cone and Cone Volume" that I collected for reference only. Let's have a look.
Cone and Cone Volume Class Review Draft 1 Miss Gao had a wonderful math class, which made me appreciate the elegance of Miss Gao and the friends in Class 6 (2) and benefited me a lot.
Highlights of this lesson:
1. This lesson introduces the object (vertical hammer), so that students can initially perceive its volume and measure it with a cup; Then, it conflicts with the fact that we can't measure the volume of conical roof in life with cups, and introduces the exploration of conical volume to expose students' thinking.
2. The derivation of cone volume formula makes students deeply understand: every time water is poured in the experiment, students can understand the volume relationship between a cone and a cylinder with equal bottom and equal height, and gradually perceive the multiple relationship between them. This is the biggest highlight of this class.
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At the same time, there are some regrets:
The data in the example of 1. is not ideal, which is not convenient for calculation; The calculation method is relatively simple; Calculation skills lack guidance. For example, ×3 1 can be divided by the data in the question before calculation, which can facilitate calculation and improve accuracy.
2. The practice level needs to be adjusted.
Review Draft II of Cone and Cone Volume Course Today, I listened to the teacher's lesson on cone volume and was deeply moved by the teacher's exquisite teaching art and profound teaching experience.
There are many things worth learning in this course:
1, the introduction of creative scenes can greatly stimulate students' desire to learn.
The scene comes from life, not only related to the activities of students building houses, but also related to the children of two teachers. The students are full of interest. Among them, mathematics problems are closely related to the teaching objectives of this lesson. Play a good import effect.
2. Learning guidance is detailed, which is suitable for students to carry out activities freely, and is truly reflected in the teaching concept of doing middle school mathematics.
The teacher prepared learning tools for each group, and the students were all impressed.
3. The presentation stage still reflects the students' dominant position.
After the homework, students report and clearly explain the experimental process and findings. In this link, students can also arouse deeper thinking, question and supplement the teacher's blackboard writing, and fully reflect the democratization of the teacher-student relationship in teaching.
For example, the derivation of the premise of equal base and equal height. Then the teacher naturally asked the students to observe the relationship between cylinder and cone and compare their bottom area and height. In this link, students have a deeper understanding of the conditions of equal bottom and equal height.
4. After summarizing the formula of experiments and small exercises, the arrangement is reasonable.
At the end of the experiment, after the students found the volume relationship between a cylinder with equal bottom and equal height and a cone, the teacher designed a small exercise to fill in the blanks with pictures, and calculated the volume of the cone according to the volume of the cylinder. This unique design is convenient for more students to summarize the calculation formula of cone volume.
5. The practice forms are diverse, emphasizing the guidance of algorithm diversity.
The arrangement of exercises is from easy to difficult. Independent column calculation first, I will evaluate the reasoning, and then non-calculation in the row. Pay attention to listening to different methods in the process of column, and broaden students' thinking. Later, exercises such as fill-in-the-blank judgment appeared, which were more comprehensive. In addition, the exercises randomly compiled by the teacher link the division of knowledge scores, so as to achieve mastery, so that students can better master the knowledge in this section. Promotion exercises provide a good resource for students to understand the value of mathematics knowledge in life with real life.
Suggestion: Create more independent exercises to give students with learning difficulties a space to think, and also facilitate teachers to examine students' mastery in class.
Review Draft 3 of Cone and Cone Volume Lesson After listening to the lesson of "Cone Volume" taught by Teacher Bai Xiangrui, I gained a lot. Teacher Bai made full preparations before class, so that the teaching task could be completed naturally and smoothly. I will talk about my own views on the two successes of this class.
First, build a reasonable platform for learning new knowledge.
Mainly reflected in the fact that Mr. Bai can use the original knowledge to promote the study of new knowledge, so that students can boldly learn from the previous methods of learning the cylindrical volume formula to explore the conical volume formula. By using the migration law, students can be inspired by the ideas and methods of calculating the volume of a cylinder, understand the methods of calculating the volume of a cone, and integrate old and new knowledge. This learning method of reference not only makes the teaching of this course easier, but also helps students to understand and master this learning strategy more deeply, which is conducive to students' further study and lifelong development.
Second, pay attention to cultivating students' practical ability.
The focus of this lesson is to explore the origin of cone volume formula through experiments. Teacher Bai instructed the students to do three experiments. Firstly, compare whether the bottom and height of cylinder and cone are equal; The second is to do the experiment of pouring a cylinder full of millet into an empty cone; Thirdly, a group of cylinders and cones with unequal bottoms or heights are specially designed to do the inverted rice experiment, emphasizing that only cylinders and cones with equal bottoms and heights have multiple relationships. Before the experiment, let the students know the experimental requirements and put forward the experimental purpose. Taking the experimental purpose as the main line, let the students cooperate in groups, observe with their eyes, think with their brains and participate in activities together. From intuition to abstraction, this paper explores the origin of cone volume formula, so as to understand and master the calculation formula of cone volume, cultivate students' observation ability, calculation ability and preliminary space concept, and overcome the teaching of geometric formula calculation. This kind of learning, students learn vividly and remember firmly, which not only plays the leading role of teachers, but also embodies the students' dominant position. In the process of learning, students are explorers, researchers, collaborators and discoverers, and have gained rich learning experience.
However, there are some shortcomings in this course, such as improper connection between teaching links and time allocation, insufficient diversification of teaching methods and lack of reform and innovation.
Cone and Volume of Cone Lesson Review Draft 4 Today, in the teaching and research class of our school, we listened to the lesson "Volume of Cone" by Guo Xiaoqing. The content of this lesson is mathematics in the sixth grade of primary school. In the classroom, the clear design of teacher Liu's teaching links, coupled with the teachers' neat language, has brought good results to the teaching and added a little luster to the classroom.
Success:
1. In teaching, teachers pay attention to let students experience mathematical activities such as operation, conjecture, estimation, verification, discussion and induction in specific situations, and explore and master the volume formula of cones.
2. We can use the volume formula of the cone to solve some simple practical problems and cultivate the ability of preliminary analysis, synthesis, comparison, abstraction and simple judgment and reasoning.
3. In the process of combining guessing, experiment and verification, students can further realize the value of "transforming" thinking methods, enhance their confidence in learning mathematics and develop the concept of space.
4. The tutorial plan is used properly.
Teaching suggestions:
1. In teaching, teachers pay attention to let students experience mathematical activities such as operation, conjecture, estimation, verification, discussion and induction in specific situations, and explore and master the volume formula of cones. But generally speaking, there are more guesses and estimates, and less verification, discussion and induction. In fact, if students are given more time, especially cooperation time, they can not only explore the volume relationship between cylinders and cones with equal bottom and equal height, but also derive their own formulas according to their own knowledge and experience. Here, Mr. Liu doesn't completely let the students do it, but he still has the intention to lead the students.
2. The focus of this lesson is to explore the origin of the cone volume formula through experiments. I think the teacher can guide the students to do two experiments. One is equal base and equal height, so that students can understand that there is a certain multiple relationship between a cylinder with equal base and equal height and a cone. Secondly, a group of cylinders and cones with unequal bottoms or heights are specially designed for experiments, and it is emphasized again that only cylinders and cones with equal bottoms and heights have multiple relationships.
After listening to the lesson "The Volume of Cone" by Mr. Guo, people feel that the concept of the new curriculum standard has been internalized into Mr. Guo's teaching behavior.
The main highlights of this lesson are as follows:
(1) Attach importance to students' operational activities. Through hands-on activities, students can feel the formation process of knowledge and promote the effective improvement of students' thinking and the development of practical ability. In this way, students can not only truly understand and master knowledge, but also feel the joy of success and enhance their self-confidence in learning.
(2) All students actively participate, highlighting the main role of students.
Teacher Guo boldly lets students explore independently in teaching. Under the guidance of the teacher, students actively discover the relationship between a cylinder with equal bottom and equal height and the volume of a cone through mathematical activities such as observation, experiment, guess, verification, reasoning and communication, and then derive the formula for calculating the volume of the cone. In particular, mathematical communication is fully reflected, including communication between students and teachers, communication between students and multi-directional communication between groups or large groups. Teacher Guo pays attention to creating a classroom atmosphere for students to debate and defend. In the process of students' argument, teachers participate equally as observers, making the classroom an arena for debate. This kind of teaching has really played a democratic role, making students feel that they are the masters of the classroom and truly become the masters of learning. In this class, every student has experienced the process of autonomous inquiry learning. Students get not only fresh mathematics knowledge, but also scientific inquiry learning methods and problem-solving methods. If they learn knowledge in such inquiry for a long time, students will become good at thinking, thinking, researching and learning.
Insufficient:
The connection of teaching links and the allocation of time are somewhat inappropriate, the teaching methods are not diversified enough, and there is a lack of reform and innovation. For example, in the new teaching class, as in the traditional teaching, the teaching AIDS of cylindrical containers and conical containers are directly taken out, so that students can carry out the sand dumping experiment according to the experimental requirements and purposes. I think before the experiment, we must create good problem scenes for students, such as (what do you think the size of the cone is related to? What do you think is the closest relationship between the volume of the cone and the volume of the figure? What does it matter to guess their volume? Do you want to know their relationship? ) through the communication between teachers and students, questions and answers, guessing and other forms, strengthen the awareness of questions, stimulate students' thinking, and make students have a strong thirst for knowledge. At this time, students are eager to prove their guesses through experiments, so they are interested in doing experiments. In this way, students' thinking is activated, their learning enthusiasm is improved, their interest becomes stronger, the classroom atmosphere becomes warm, and the teaching efficiency and teaching effect can be imagined.