"Determining the position" is the content of Unit 10, Book 3, National Standard Experimental Textbook of Jiangsu Education Press. This is the content of "graphics and position" in the field of "space and graphics". Mainly to teach some methods to describe the relative position of objects. This unit has three aspects: first, determine the position; Second, know the southeast and northwest; Third, understand the floor plan. This lesson is about the first part "Positioning". The main teaching method is to describe the position of objects through "which row is which row, which group is which row, which floor is which floor". This part of the content is often touched by students in their lives, and they also have some preliminary cognition in the first grade. Students have no difficulty in mastering this part of knowledge. This lesson is mainly for students to apply this knowledge to their lives to solve some practical problems, so that they can really feel that there is mathematics in their lives and that mathematics is useful. When arranging the content of this lesson, the textbook first presents a lively and lovely picture of small animals doing exercises, and marks the positions of two small animals. This is not only a description method of the position of the demonstration object, but also a clear observation position, which unifies the observation position for the following problems. Next, let the students describe their seats with what they have learned, talk about the room numbers of small animals, look for books on the shelves and find seats in the cinema. This content arrangement is conducive to stimulating students' interest in learning mathematics, and can really let students use mathematical knowledge to solve practical problems. When arranging the content of this lesson, the textbook also pays great attention to the expansion of knowledge and the actual operation of students. The study of this lesson not only lays a good foundation for the study of the latter two parts of this unit, but also lays a solid foundation for determining and describing the relative position of objects more accurately in the future.

Through the analysis of teaching materials and learning situation, the teaching objectives of this course are determined as follows:

Knowledge goal: let students learn to explore ways to determine the position in a specific situation.

Ability goal: let students develop their own space in the process of exploring knowledge through various ways to determine their position.

Between ideas, enhance their ability to use what they have learned to solve practical problems.

Emotional goal: to feel the rich realistic background, appreciate the value of mathematics, and have a sense of intimacy with mathematics.

Teaching emphasis: find out the law of object arrangement and learn the method of determining position.

Teaching difficulties: determine the position in the real situation and use the learned knowledge to solve practical problems.

Teaching AIDS: multimedia courseware, seat tickets, rows or groups of signboards, magnetic blackboards and patches.

Second, oral teaching methods

1, to help students arouse their existing life experiences. Students often use knowledge about determining the position of objects in their daily lives. Teachers should mobilize students' existing knowledge and experience as much as possible, systematize and mathematize these knowledge and experience, and serve the teaching of this course.

2. Give a typical demonstration with examples. With case studies, guide students to summarize the laws of object arrangement. According to examples, typical guidance is given to guide students to think actively and explore independently.

3. Fully organize student activities. When teaching, we should try our best to design real situations, organize student activities, let students practice in person, accumulate experience in activities, and cultivate the habit and ability of cooperative learning.

Third, theoretical study.

1, practical exploration. The content of this section is very close to students' real life, and the mastery and consolidation of this part of the content is also reflected in students' practical application, which is very practical and applicable. Therefore, students should face practical problems, practice, explore independently and try to solve problems.

2. Cooperation and exchange. Although this course focuses on practical activities, it should also provide enough space for students to practice in person, and then organize cooperation, discussion and exchange among students to further cultivate their sense and ability of cooperation.

Fourth, talk about the teaching process

This lesson plans to design the following teaching links:

(A preliminary experience, to stimulate interest.

(2) Explore and understand deeply.

(C) contact life, flexible use.

(4) Summarize the evaluation and exchange the harvest.

The first link: the initial experience of stimulating interest. I plan to put the signs (which row) in advance, so that students can line up on both sides of the classroom and find seats again with tickets. Design the following steps: 1, which row is which row. Briefly, determine several seats to ask questions. 2. Students find seats by ticket. After sitting down, ask more questions, such as: Who introduced your position? Who knows? Which row does XXX sit in? Let each student find your best friend, see which row he is sitting in, and tell everyone when you think about it. 3. Introduce the theme of blackboard writing; 4. Exercise: ① What row does the teacher report, so that the students in this position can stand up. ② Computer shows pictures of small animals doing exercises in examples. Asking about the location of animals. Ask each student to choose two favorite animals and tell the deskmate which row it stands in. Guide students to pay attention to the notes of examples as typical demonstrations.

This kind of design starts with the problems that students are interested in and often encounter in life, which stimulates students' curiosity and their desire to participate in learning. At the same time, it also makes them feel that to determine a location, we must first figure out the method of determining the location. When students learn to use "which row is which row" to determine the position in the process of solving problems, they can use the examples in the book as exercises for students to complete, so that students can use their own methods to solve mathematical problems in life in real situations, which reduces the learning difficulty and makes students learn easily and solidly.

The second link: deep exploration, experience and understanding. I plan to arrange the following steps: 1, which group is which; 2. Exercise: Each student talks about his position in the group ... (similar to the question in the first part above); 3. extension: express your position in different ways, that is, in which row or group. q: what can I say besides these two statements? Discuss class communication in groups (e.g. last row, last row, last row, last group, etc.). ).

With this design, it will not be too difficult to learn on the basis of the previous link. Each student introduces his position by changing "which group is which" in the group, which can not only satisfy each student's desire for expression, but also effectively consolidate this part of knowledge. Putting forward the question of "what else to say" has important mathematical thinking value, arouses students' existing life experience and extends and broadens their knowledge.

The third link: contact life and use it flexibly. Design the following steps: 1, "Visit a good friend". From animals going back to the dormitory to rest after doing exercises, to doing the 1 question of "think about it and do it", the computer displays the picture on the left for students to cooperate with: a, say the animal name all your life, and say the floor number all your life; B, say what floor the whole life is, and say the name of the whole life animal. 2. "Helping others". Design and show the scene: the little white rabbit is lost, help send it home ... 3. "Borrow books from the library". Do the right picture of 1 (presented by computer) and look for Xinhua dictionary or other books. 4. "Help a friend find a seat". Students should be organized to discuss and exchange special arrangements about the location of cinemas. Question: When watching a movie, the tickets for Xiaohua are 7 seats in 3 rows, and the tickets for Xiaohong are 8 seats in 3 rows. Do they sit together? 5. "You said I posted it" and did the third question "Think about it". In the form of group cooperation and playing games. Post pictures as required, such as ×××× in the first row. One group is pasted on the blackboard, the other group is pasted on paper for display, and all groups work together.

This design makes the classroom full of fun, makes students fully feel that there is mathematics everywhere in their lives, and produces a sense of intimacy with mathematics. At the same time, it also stimulates students' interest in learning and enlivens the classroom atmosphere, so that every student can fully feel the usefulness of mathematics and truly realize that everyone can learn valuable mathematics. The last question is carried out in the form of group cooperation to cultivate students' cooperative consciousness and ability. At the same time, let the students talk and do, combine static and dynamic, and relax.

The fourth link; Summarize the evaluation and exchange the gains.

Summarize the learning situation, evaluate group cooperation, etc. And let the students talk about the learning gains of this lesson.