Reflections on the teaching of position and direction II 1

This afternoon, the first battle of marking class was finally finished. To tell you the truth, this class is not well prepared, because the topic was decided last night, and the courseware and teaching plan compiled this morning will only be implemented this afternoon. No matter from the preparation before class or the implementation in class, we can see that there are many places worthy of scrutiny in this course.

Of course, there are still some highlights worthy of further study in this class. This lesson is the first time that we have implemented hierarchical teaching strategy in classroom teaching. This is a preliminary study. First of all, I designed the teaching objectives in layers, which are divided into primary objectives, secondary objectives and extended objectives. After that, I divided the exercise design into levels. After the students finished the basic exercises, I also designed one-star to four-star exercises for them to choose selectively. In this way, excellent students will not feel idle after completing the basic questions. I thought so before class, but in the process of actual implementation, I found that there may be both advantages and disadvantages. It is precisely because most students have finished the exercises that they are scrambling to do the star-rated questions. Even some of our collective revision answers are "students who don't have enough to eat continue to eat", and there is no time to care what the teacher is talking about. This stratification is obviously a failure. Although the amount of students' practice has increased, the effect is not optimistic.

This class can be taught in layers, so I want to practice more, but because of these superficial ideas, it seems that I am leading the students to run in the class, rather than learning new knowledge in a down-to-earth way. This of course runs counter to effective teaching. Especially in the deviation angle of students' hands-on operation, some students are not clear about the matters needing attention when measuring the angle, where to put the zero scale line and how to judge the deviation angle. At this time, I will play the method of measuring angle on the blackboard, so that students can know the method clearly. In order not to affect the teaching progress, I introduced the method without demonstration, so some students ate raw rice during this period. This is the second place that is very regrettable.

Also, I'm still a little nervous about teaching this course, and I speak much faster than usual. After the whole class, my mouth is thirsty, and I also "run around" to give students expansion questions, which hurts me to death.

If you teach this course again, at least when you teach "do one thing", you can't miss a word. Teachers should give full demonstration and guidance on the basis of guiding students to explore independently, and strengthen students' understanding of knowledge points and operation methods.

Teaching is really a regrettable art, and I am really inspired by the teaching of this course. We need to use teaching methods that suit ourselves and students selectively, instead of blindly following the trend. People put forward hierarchical teaching, so we must never forget hierarchical teaching, even if we don't care about the influence on teaching effect. How to realize effective teaching? Maybe there will be a way to combine hierarchical teaching with effective teaching. Teaching still has a long way to go, and we will continue to explore and move forward!

Reflections on the Teaching of Orientation and Direction (Ⅱ)

Through the teaching of unit 1 position and direction, I think we should pay attention to the following aspects.

First, the difference between the location on the map and the actual location.

On the basis of guiding students to know the actual orientation, each student is required to draw a plan of the classroom centered on the physical objects in the classroom, which not only consolidates the actual orientation, but also deduces the orientation on the drawing. At the same time, because students have different orientations and different objects, the drawing methods of this map are also varied. In this way, the teacher can draw directions on the map and make up a formula to tell the students: "Go north, go south, left west, right east."

Second, the difference between southwest, northwest, southeast and northeast

After knowing all the eight directions from the zoo map, in order to help students distinguish and understand the other four directions, they can write the shape of rice and draw a vertical line in the middle of the rice to distinguish left and west, so they are southwest and northwest respectively. On the right are the southeast and northeast. And tell the students that because things are opposite to each other, northwest is southeast, southwest is northeast, and then the word "rice" is used to separate them, and the north is above them, that is, northwest and northeast; Below is the south, southwest and southeast.

Third, the orientation on the map should be determined according to the standard.

When determining the orientation of buildings, one building is regarded as one orientation and another building as another orientation. The flower bed is located in the north of the flower bed, and the gate is located in the northeast corner of the gate. Therefore, determining the standard is the key.

In a word, although the content of Unit 1 is not much, teachers need to use their brains to arouse students' enthusiasm, tap students' potential and let students learn real knowledge.

Position and Direction II Teaching Reflection Part III

"Direction and position" is the teaching content of the first volume of the second grade of primary school mathematics in Qingdao Edition. In the first grade, students already know the direction of southeast, northwest and left and right in life. Combine the teaching of this course with real life, try to learn to identify the other three directions according to the given southeast, northwest and northwest directions, and make students learn to use these words to describe the direction of objects, know the direction on the map and read simple road maps through actual situations. Can find, put forward and solve simple problems about direction in life, feel the close connection between mathematics and daily life, and cultivate interest in mathematics. Let students accept the education of loving school and hometown. The teaching emphasis will be on the simple road map.

First, pay attention to students' existing knowledge and experience and solve problems from cognition.

Before class, I lead the students to practice on the playground. According to the students' existing knowledge and experience, "In the morning, the sun rises in the east; The sun is in the south at noon; The sun sets "and so on. Distinguish between the southeast and northwest of the playground and make records. When they return to the classroom, ask the students to show the records on the blackboard. The students found that some of the school gates were above and some were below, which seemed inconvenient. They suggested turning around, putting all the doors of the school up and making adjustments. In this way, students can experience the southeast and northwest of the campus and feel the necessity of drawing maps in a unified direction. It is difficult for students to learn to tell the direction in real life. In the classroom, students are guided to identify the direction, and activities such as "pointing, recognizing and turning" are designed to identify other directions, and games such as "sitting in the right place" are designed to make students have a further understanding, experience and feeling of the actual direction. I only use the examples in the textbook as an exercise.

Second, let students deepen their memory of the direction in their favorite games.

Students can't know the direction by rote. After making full use of the real situation to let the students know the direction, I joined a small game "grab the chair" to let the students who didn't grab the chair tell who his four directions were, which not only stimulated their interest, deepened their understanding of the direction, but also made them realize the opposition between the front, back, left and right.

Third, pay attention to applying what you have learned to real life.

The ultimate goal of learning mathematics is to apply mathematics to solve practical problems. I pay attention to the application of knowledge in teaching. After the students learned the method of distinguishing the southeast from the northwest in real life, I designed to show them the road map from school to the central square, say which direction to go, and apply what they have learned to their lives to solve practical problems.

Position and Direction II Part IV Teaching Reflection

"Position and direction" unit is to learn eight directions, such as east, south, west and north, after students know the basic spatial directions, such as up, down, front, back, left and right. In this unit, students should know the direction in life and on the map, but also look at the road map and show the way according to the direction. For children with poor concept of space, the study of this unit is simply walking in the fog and can't tell the direction.

In order to help children know so many directions, identify directions and show them the way, I have taken the following measures:

1. Know the direction on the basis of common sense in life.

Students have a certain understanding of the sun rising and setting in the west, Polaris, compass, south wind in summer and north wind in winter. When they are in class, they will review their known experiences and naturally relate to their understanding of the four directions. Then change the position to show the direction, so that students can understand that the change of position makes us face different directions and draw different orientation maps. In order to facilitate drawing, the drawing method of "upper north, lower south, left west, right east" is unified.

2. Remember the direction in various ways.

Even if students know the direction, it is still difficult to identify, and it is easy to confuse east, west, north and south, let alone remember the eight directions together. I ask students to indicate the direction in each picture before they can identify it, which can reduce the difficulty. Then take your body as the center and use a fixed gesture to indicate a fixed direction, such as the northeast in the upper right and the southeast in the lower right. Then consolidate the memory through game practice, and constantly identify and consolidate it many times in practice.

In order to establish a closer connection with abstract topics, I also came up with an arrow memory method to help students remember directions and turn gestures into arrows on paper to remember eight directions. You can directly use the arrow to help when you do the problem. It is easier to draw the arrow from where to where and then identify the direction of the arrow.

3. Cooperate at the same table, talk more, practice more and use more.

Students always think that they know all the directions and that this unit can be solved by themselves without a teacher, so they are not very focused in class and always like to do the following questions. In order to enable students to make good use of class time, I will let them consolidate in time after learning a content, and pay special attention to let them communicate with each other, test and give directions. Sometimes let them show that they will before studying. In this way, they will participate more in the classroom, and they will also learn from each other, which will also make those teachers who can teach them not. Often in the form of games, they are also willing to take the initiative to obey the rules and requirements.

Reflection on the Teaching of Position and Direction Part II Part V

"Position and direction" is the content of "space and graphics" in the experimental textbook of curriculum standard, and the third grade children are in a critical period of transforming from concrete image thinking to abstract logical thinking. At this time, abstract logical thinking is directly combined with perceptual experience to a great extent, so we should teach this unit knowledge according to children's age characteristics and life experience.

The knowledge of this unit is to guide students to learn to identify the eight directions of east, south, west, north, northeast, northwest, southeast and southwest, and to know a simple road map on the basis that students have described the relative position of objects with up, down, left, right, front and back. So at the beginning of teaching, I first used my own life experience "The Sun Rises in the East" to lead to the teaching of understanding east, west, north and south, and used nursery rhymes to help students remember. After students remember the four directions of east, west, north and south, guide them to find that things are relative, and the north and south are also relative, and the southeast and northwest rotate clockwise. After students know the four directions of southeast, northwest and northwest, teachers use various activities to consolidate what they have learned. For example, point out what is the southeast and northwest of the classroom, who is the southeast and northwest of your seat, and what is the building in the southeast and northwest of the school playground.

After learning to identify the southeast and northwest, I learned to identify the southeast and northwest on the plan. I also teach students to use nursery rhymes and gestures to help them remember. Students can quickly master the upper north, lower south, left west and right east, and draw a coordinate map at the same time. With the coordinate map, students can quickly recognize the southeast, northwest and southeast on the plan. Teaching the recognition of southeast, northeast, southwest, northwest with coordinate maps and gestures feels that students have mastered it very well.

The teaching content of this unit is mostly based on the familiar life scenes of students, which stimulates students' interest in learning and makes them willing to participate in learning. Based on the existing "direction" knowledge and life experience, students are given the initiative to learn, encouraged to express their views through thinking, communicate with friends, enrich their experience on the other side, let them fully experience the joy of success, and greatly stimulate their enthusiasm for learning.

Through teaching, I deeply realize that teaching must fully mobilize students' learning enthusiasm according to their age characteristics and existing life experience, and teaching students in accordance with their aptitude and step by step will definitely achieve twice the result with half the effort.

Position and Direction II Reflection on the Teaching of Lecture 6

This unit teaches the knowledge about position and direction, including two parts: one part is to determine the position of objects through the number of rows and similar expressions, and the other part is the four directions of east, south, west and north. These position words are used to describe the position relationship between objects. The knowledge of position and direction helps students to know the surrounding world and living space, and it is convenient to describe and communicate things and phenomena in space, thus developing the concept of space.

The compilation of teaching materials pays great attention to creating familiar, interesting and realistic spatial situations for students, guiding students to make full use of their existing life experience or common sense to observe, operate, judge and communicate, and experience knowledge about location and direction in rich activities.

1. Use two numbers to determine the location.

According to the number within 10, the textbook of Senior One (Volume I) arranged which number to use to determine the content of the position. For example, several children are in a line, and one of them is the first one counted from left to right (or from front to back). In the first example of this unit, many small animals do exercises in several rows. It is impossible to determine the position of an animal with only one number. Two numbers are needed, such as the fourth number in the third row. This description not only accurately tells the position of the object, but also provides a basis for determining the position with digital pairs in the future.

(1) In the real situation, I realized the meaning of lines and individuals, and the method of counting.

The textbook expresses its position in a language that is close to the reality of life and easy for students to accept. In the picture of the example, the monkeys in row/kloc-0 and the bears in the second row tell the students two pieces of information: first, the position of other small animals should be determined by which row is which row, and second, how to count the number of rows and individuals in this picture. According to the position of the two animals, number from front to back 1 row and the second row, number from left to right 1 row and the third row. The method of these numbers should not be told by the teacher to the students, but the students' experience in the situation, which gradually becomes clear through communication.

Think about 1 the selection of buildings and bookcases, and also use the existing information that the monkey lives in No.3 on the second floor. 1 The second book in the building is Xinhua Dictionary, so as to understand the arrangement order of layers and numbers, layers and books in the picture and answer the questions correctly.

(2) It is necessary and reasonable to know the two definite positions in the open questions.

This example asks the location of other small animals. There are many small animals in this painting. If you only say which row or which row, you can't determine the position of an animal. To determine the position of each animal, it is necessary to say which row and which row at the same time, which requires determining the position of the two rows. The position of each animal is different, so the first row and the first row will not be exactly the same, which shows that it is reasonable to determine the position of the two rows. The above experience can only be gained through a lot of oral practice.

Think about doing the third question, which line the teacher specifies, and the students put (or draw) graphics in the corresponding grid, and the game contains mathematical content. If you arrange some positions that may be confusing and comparable, such as the third row, the fourth row and the third row, it will not only help you master the knowledge of positioning methods, but also further understand the scientific rationality of the two positioning methods.

(3) Applying the knowledge of location determination in life situations.

Think about doing the second question to find a theater seat and realize that determining the location is a common thing in life. The seats in the theater are determined by two figures. The seat numbers of one theater are arranged from left to right, and the even and odd numbers of the other theater are arranged separately. Help three children find their seats according to the number of rows in the picture and the numbers on the tickets. In this problem, students should be organized to communicate on how to find a seat and learn how to find a seat more conveniently. For example, in the previous war zone, you can find the platoon first and then check the number; After the last theater finds the row, it is necessary to find the odd or even section to sit in the right position.

Question 4: It's also a great event in life to talk about the seats of yourself and your classmates in the classroom. Some schools are used to describing it in the first group, while others will describe it in other ways. After using the first few groups to determine the position, the textbook also encourages other sentences to meet the habits and needs of the vast areas, and also provides opportunities for students to creatively use the first few groups of two positions.

2. Describe the relationship with the east, south, west and north.

East, West, North and South are not only common sense of life, but also knowledge used to describe the direction and route in mathematics. Two examples are arranged in the textbook. The first example teaches the east, south, west and north in the real life space. If you know these four directions, and know one of them, you can identify the other three directions. The latter example teaches east, south, west and north on a map or plan, and requires looking at the plan to describe the positional relationship between objects.

(1) Contact your life experience and get to know the east, west, north and south in your living space.

It is common sense that the sun rises in the east, and teaching begins here. In the example picture, the girl walks to the sun on her way to school. The eggplant cartoon asks which direction the sun rises in order to contact the students' existing experience. Then create a situation where Xiao Ming stands facing the sun, and let the students enter this situation. Look at the picture and fill in the back, right and left directions of Xiaoming in the textbook respectively. Because Xiaoming's orientation is the same as that of his classmates, his arms are stretched horizontally, and the east, south, west and north are also marked in the picture, so the students can fill in all directions correctly. The order of filling directions in the textbook is carefully arranged. East is written in front, West is written behind, and South is written on the right, so that students can fill in the north on the left, which is convenient for students to remember these four directions.

(2) With the help of physical activities, learn to identify the direction.

Try to be active in class. First, stand facing the east (the teacher told the students to face the east), raise your right hand horizontally and say the direction to the right. At this time, it is necessary to contact the situation of Xiaoming East Station to know that the right side is south. When answering the question of standing facing south, what is the direction on the right, imagine Xiaoming standing in the south of the situation map, and his right is the west. If you continue to talk about facing the west station, it is not difficult to find the direction on the right. This activity is to let students know more about the four directions of east, west, north and south. In the order of east, south, west and north, the right hand side refers to the next direction. Can help students meet the requirements of identifying other directions according to one direction. In addition, when facing the South Railway Station and the West Railway Station, try to say both the right direction and the left direction; When facing the North Station, tell the direction behind. All these make students deeply understand that the east, the west, the north and the south are relative, and also help to remember and identify the direction.

Think about doing the second and third questions and talk about what is in each direction of the classroom and playground respectively. You can tell students one direction first, and let them say the other three directions in the above way, so as to master the method of distinguishing directions.

(3) transition from the real space to the plan, and know the direction on the plan.

Directions on maps and floor plans are specified. Teaching should not only let students know this regulation, but also realize that these regulations are reasonable.

The example title on page 60 is the growing point on page 59. First recall what is in the east, south, west and north of the playground and record it on the plan provided by the textbook. Through surveying and mapping, we can know the law of going up north, down south, left west and right east. In this way, it is natural to transfer the direction of the real space to the plan, and also transfer the experience of remembering and identifying the direction in the real space to the plan. In future plans, only one upward arrow is usually used to mark the north, and the other directions are determined by the students themselves.

(4) Guide students to describe the positional relationship between objects on the plane.

East, south, west and north are used to describe the positional relationship between objects. On page 60, try to fill in the blanks and guide students to make such a description. The four small questions have their own contents. (1), through the squirrels living on both sides of the rabbit and the kittens living on the east side of the rabbit, I understand that the locative words can express the positional relationship, and it is necessary to make it clear when describing what is on which side, rather than simply what is on which side. The second question is that the deer lives in the south of the rabbit and the rabbit lives in the north of the deer. The positional relationship is relative. As long as we know which side of one object is on another, we can infer which side of another object is on this object. Questions (3) and (4) show that the position description of an object is different from that of different objects.

Position and Direction II Part VII Teaching Reflection

Students have accumulated perceptual experience about position knowledge, and can determine the position of an object through some conditions. This lesson is the first lesson in this unit. It is important to like and learn this lesson well. After students know about orienteering, it is very easy to teach examples 1. In the process of solving the problem of determining the position of an object, when students describe the position of an object only according to one of the conditions of direction or distance, I organize students to discuss it in time. How to say it more accurately? When learning space and graphics knowledge, we should pay attention to guiding students to discover, explore and operate in specific situations, so as to master these knowledge. I think it is very important to create a situation for students' practical activities, so that students can experience the process of knowing the direction in practical activities.

Let students do science with their hands instead of listening to science with their ears. In other words, students should be given the opportunity to practice in combination with reality in teaching. Grade three students are in a critical period of transformation from concrete image thinking to logical thinking. At this time, abstract logical thinking is directly related to perceptual experience and has a large number of concrete images. The concepts of east, west, north and south are so abstract. Therefore, in teaching, I have created a lot of activity situations, so that students can understand and master what they have learned in activities. For example, in the teaching of example 1, I will ask students to tell which direction they are facing according to their position. Because our classroom is east-west, the students are just behind the east. It's only morning, and it's easy for students to connect with their own life experiences and think of the "East" behind them. ) "What is the direction behind you, left and right?" Before I could introduce it, the children couldn't help thinking of the children's song "In the morning, the sun rises in the East". The front is east, the back is west, the left is north and the right is south. "I don't need to say much at this time, and then organize the children to change the direction they face and determine the rest. In the whole class, students understand and master what they have learned in activities. At the same time, let students feel the close connection between mathematics and life and stimulate their interest in learning. Another example: In the teaching of Example 5, I organized students to be tour guides, so that students can learn to look at the road map with eight directions in the role of "tour guides" and describe the walking route to their own "tourists" according to the road map. Studying in such activities, students are full of interest and the learning effect is excellent.

The teaching objectives to be achieved are:

1. Cultivate students' sense of orientation and further develop the concept of space through realistic mathematical activities. According to the specific situation, students can know eight directions: east, south, west, north, northeast, northwest, southeast and southwest, and can identify the other seven directions with the given direction. These words can be used to describe the direction of objects.

2. Let the students look at the simple road map and describe the walking route.

Combined with the above teaching objectives, the reflection is as follows:

1. Personally, I think the difficulty of this unit is to identify eight directions in the actual situation, at least to let students master the positional relationship between campus, school and surrounding buildings. In order to overcome difficulties, we need a lot of emotional support and rich appearance accumulation. In class, students are encouraged to narrate in various ways, such as: the school is in my home, and my home is in school; The canteen is at school, and the teacher's office is at school.

2. In the teaching of describing the walking route, it is difficult for students to accept it at first. I can't quickly identify the direction and describe it. In order to achieve a smooth transition, I ask students to mark the directions in the eight directions of the route problem first, and then describe them in language, so that students' learning difficulty is much lower and it is easier to accept and transition.

3. Shortcomings in teaching: ① Not paying enough attention to page 8 of the textbook. This topic mentions when to use orientation knowledge in life. The knowledge points in the example passed without explanation, and the students didn't pay attention or understand. So I lost a lot of points in the unit test.

In addition, I didn't prepare physics teaching AIDS, such as "compass", to tell the direction in real situations. As a result, I found that the students were very confused. Later, I took a class to make up the lessons, and the teaching lost its effect. The above is my reflection on the first unit teaching. Generally speaking, we should make full preparations before class, including the study of teaching materials and the preparation of physics teaching AIDS.