Article 1 Teaching objectives:
1. On the basis of knowing the direction on the map, learn to look at the simple road map and develop the concept of space.
2. Experience the close connection between mathematics and real life, and infiltrate the traditional virtue education of respecting the elderly.
Teaching material analysis:
This lesson is the third lesson of Unit 5 "Direction and Position" in the textbook. It is based on the fact that students learn to distinguish the east, south, west and north directions and know the directions on the map, and they learn to look at a simple road map, which further consolidates their knowledge of distinguishing directions by looking at pictures. It is the key and difficult point to let students learn to read simple road maps. The key to break through this difficulty is that teachers should not tell this part of the content to students as knowledge points, but should create realistic activity situations for students to understand and comprehend in their own experiences.
Student status:
It is relatively easy for sophomores to describe the relative position of objects with up, down, left, right, front and back, but it is difficult for them to correctly identify the four directions of the Middle East, south, west and north in real life. Therefore, in teaching, according to students' age and cognitive characteristics, we should design activity situations closely related to students' lives, provide students with space for thinking and cooperation, increase opportunities for exploration and experience, and let students know and understand knowledge in vivid and concrete situations.
Teaching process:
First, create situations and introduce new lessons.
Teacher: On Sunday, three helpful students, Xiaohong, Xiaogang and Xiaoming, made an appointment to visit the elderly in the nursing home. Look, it all started at home. Look at the picture and think about it. How do they go to the nursing home?
Second, cooperation and exchanges, independent exploration.
Teacher: Please observe carefully, have a look and think about how Xiaohong, Xiaoming and Xiaogang can get to the nursing home. Complete the "fill in" in the book independently and communicate in the group. (teacher's patrol guidance. )
Teacher: Which group chooses a representative to report on the completion of your group?
Health 1: Xiaohong walks 60 meters west to the nursing home.
Student 2: Xiaoming walks 20 meters north and then 50 meters east to the nursing home.
Health 3: Xiaogang walks 30 meters west and then 50 meters north to the nursing home.
Teacher: The students have just finished "filling in the form" well. Let the students discuss several problems in groups.
(1) Who is farthest from the nursing home? Whose home is closest to the nursing home?
(2) How do the old people return to their hometown after visiting?
Teacher: The students speak very seriously in the group. Now let's communicate with each other in class.
Health 4: Xiaogang's home is the farthest from the nursing home. You have to walk 30 meters first and then 50 meters, which is 80 meters. Xiaohong's home is only 60 meters away from the nursing home.
Health 5: After visiting the old man, Xiaohong can walk 60 meters east to get home.
Health 6: Xiaogang walks 50 meters south, and then walks 30 meters east to go home.
Health 7: After leaving the nursing home, Xiaoming has to walk 50 meters west and 20 meters south to get home.
Teacher: The students are very clever. They found the way home for Xiaohong, Xiaoming and Xiaogang, and then our classmates came to take a walk for themselves.
Choose several different positions in the classroom, ask students to walk from their seats to the designated positions, and talk about the direction and steps taken. )
Third, expand knowledge, apply and consolidate.
1. Do the 1 exercise on page 62 (display the title and picture on the screen).
Teacher: How far is each short circuit from the picture?
Health: 10 meter.
Teacher: Can you find the playground? Fill in the book as required.
Show students' goals with a physical projector. )
Teacher: What do you think of the playground?
Health: The east of the mall is also the right of the mall. You can find the playground by counting 6 squares to the right.
Teacher: If you build a parking lot 20 meters west of the shopping mall, you can use ○.
Students do it independently, and the teacher shows the students' goals with a projector. )
2. Treasure hunt. (Exercise the second question on page 63. )
Teacher: The fox, the mouse and the puppy hid a treasure chest near their home. Can students help them find it? Show me the 63-page treasure map. )
Teacher: The teacher asked three students to play the roles of fox, mouse and dog respectively. As long as you can tell the treasure hunt route correctly, you can get a gift from the teacher's treasure chest.
Students choose their favorite characters and describe the treasure hunt route.
Teacher: How should they go home after finding the treasure chest?
The students answered.
Teacher: There are many gifts in the teacher's treasure chest. As long as students can ask questions and answer correctly, they can also get gifts.
A Sheng: How to get from the puppy's house to the mouse's house? ……
How does the mouse get to the fox's house? ……
3. Open activities: rabbits deliver letters.
Teacher: Rabbit not only runs fast, but also works hard, so the animals choose him as the postman. Today, it will deliver letters for four small animals and finally go home. How should I go? Can you help it design the shortest route? Show me 63 pages of pictures of rabbits delivering letters. )
Students independently draw the rabbit's delivery route along the grid line and calculate how many meters the rabbit has walked.
Intra-group communication
Show the shortest route design in each group.
Fourth, connect with reality and realize migration.
Teacher: Can you tell me the route home from school?
Name the students and tell them the route home from school.
Teacher: (The screen shows a map of the Forest House, marked with roads and distances. ) Which student can start from the entrance of the village and find Bear's home?
The students answered.
Five, class summary, homework assignment
Students, after learning this lesson, do you know how to find a place? What else did you learn?
Students know more! After class, please investigate how to get to People's Park from our school.
extreme
Let's talk about the textbook first: this lesson is the second lesson of Unit 5 "Direction and Position" in the first volume of Grade Two. It is taught on the basis that students learn to identify the east, west, south and north directions and know the directions on the map. By visiting the elderly, students can learn to look at a simple road map, understand the basic structure of the road map, determine the relative position of the two places from the direction and distance, and further consolidate the knowledge of identifying the direction by looking at the picture.
Teaching objectives:
1, can determine the relative position of two places according to the direction and distance, and describe the specific route from one place to another.
2. Be able to correctly use what you have learned and accurately say the route you take to go out to a certain place, and be able to study in connection with real life.
3. Carry forward the traditional virtue of respecting the elderly.
Teaching emphasis: learn to look at the road map on a simple map.
Difficulties in teaching: The specific route from one place to another can be described in accurate language.
Second, talk about teaching methods:
Teaching is to design activity situations closely related to students' life according to their age and cognitive characteristics, to provide students with space for thinking and cooperation with others, to increase opportunities for exploration and experience, and to let students know and understand knowledge in vivid and concrete situations.
Third, talk about teaching methods:
In the teaching of this class, multimedia means are used to create concrete life scenes and design vivid, interesting and intuitive math exercises, so that students can enjoy learning while playing and achieve the purpose of entertaining.
Fourth, talk about the teaching process:
(a), situation creation:
Respecting the elderly is the traditional virtue of the Chinese nation. On the Double Ninth Festival, Xiaohong, Xiaoming and Xiaogang made an appointment to visit the elderly in the nursing home. (writing on the blackboard: visiting the old man) But three friends don't know the way. They only have a map in their hand, which stumped them. Can everyone help them? The teacher took three friends to the nursing home. See what you can learn from the map.
Because it is the first time for students to contact the road map, multimedia courseware is fully used in teaching, so that students can see things around them from a mathematical perspective, experience mathematics everywhere in their lives and infiltrate traditional virtue education. )
(2) Explore new knowledge:
1. Observe the road map and learn to get information from it.
Say, what mathematical information do you get from the picture?
Do you know what the symbols in the picture mean? What do these numbers mean What does each paragraph in the picture mean?
The purpose of this link is to let students understand the road map as a whole and know how to get information from the map to help us solve problems.
Step 2 solve the problem:
Xiaohong is going to a nursing home now. How should she go? Both the nursing home and the post office are in the west of Xiaohong's home. How to distinguish the different locations of nursing homes and post offices? Can you describe it in accurate language?
Can you tell me how Xiaoming can get to the nursing home? Where's Xiaogang?
Do you know whose home is closest to the nursing home? Whose home is farthest from the nursing home? Why?
If three children go to visit the old man, how can they go back to their home?
(This link adopts the learning mode of independent inquiry and cooperative communication to create an active learning environment for students, so that they can truly understand and master the skills of mathematical knowledge in the process of independent inquiry. Describe it in accurate language, so that students can understand that it is not enough to know only the direction, but also the distance to determine the position. )
Three little friends went home to do their own thing. Xiaogang is going to the post office, Xiaohong and Xiaoming are going to the bookstore. How should they go? Communicate in groups.
(Make full use of the existing resources of the textbook for variant exercises to cultivate the flexibility of thinking. )
(3) Consolidation exercises:
1. Helped three friends solve the problem. Do you want to help the uncles of the Urban Construction Bureau now?
Build a playground 60 meters east of the shopping mall. Please mark her position with a triangle symbol. Build a parking lot 20 meters west of the shopping mall. Please mark its position with a circle. If you are a designer, what else do you want to build? Where is it built? Tell your deskmate what you think.
(Based on the original exercises in the textbook, this link designs variant exercises, aiming at activating the sparks of students' innovation, consolidating and strengthening in the process of labeling while talking and improving innovative thinking. )
One day, three small animals heard that there was a treasure hidden in a place, and they decided to look for it. Who can tell me about his treasure hunt route and figure out whose home is nearest? (See the treasure map in the textbook)
3. Rabbit delivers letters:
The rabbit is going to deliver letters to four small animals. Can you tell me its delivery route? How many meters did the rabbit walk home after delivering the letter?
How many routes are there for Bunny to deliver letters? Which is the shortest way?
(These two exercises are in the form of stories to stimulate students' curiosity and enhance their interest in learning, and then through discussion and communication, improve students' language expression ability and further enhance their ability to identify directions. )
How to get from our classroom to the school gate after school? Tell me your route home from school again.
Practice is closely related to life, and it is active, which helps students to improve their learning interest and learning effect in activities. )
(4) Summary after class:
What did we mainly learn in this class? What did you get? What do you think of your performance in this class? What else do you want to say?
Life is a textbook. This lesson fully excavates the life resources, brings students into the life situation, allows students to experience the connection between mathematics and life, and at the same time applies what they have learned, reflecting the concept of learning to use mathematics. )
Five, said the blackboard design:
Visit the old man
Xiaohong walks to the nursing home.
Xiaoming walked 100 meters, and then walked 100 meters to the nursing home.
Xiaogang is walking towards the nursing home.
It is difficult to describe the specific route from one place to another in accurate language. In order to disperse the difficulties, I designed the blackboard writing above, and used appropriate space to guide students to have something to say, which accurately reflected the basic structure of the road map-the relative position determined by direction and distance. This kind of blackboard writing is a combination of purpose, pertinence, generality and order. This book is useful, well-founded, well-organized and well written. )
Part 3 The content of my class is Unit 5 "Direction and Position" in the first volume of Grade Two Mathematics of Beijing Normal University, and I will visit the elderly in the second class.
Teaching material analysis:
In this lesson, students learn to use up, down, front, back, left and right to describe the relative position of objects in grade one. Combined with the specific situation of last lesson, they can distinguish the southeast and northwest, describe the direction of objects with these directional words, and know the direction on the map, so as to teach on this basis. In this lesson, we carefully analyze the situation of visiting the elderly in the textbook, so that students can learn to read the simple road map, understand the basic structure of the road map, determine the relative position of the two places from the direction and distance, further consolidate the knowledge of identifying the direction, and pave the way for learning the simple road map of southeast, northeast, southwest and northwest in the future.
Teaching objectives:
1. Determine the relative position of the two places according to the direction and distance, and describe the specific route from one place to another.
2. Be able to use what you have learned correctly, accurately tell the route you take when you go out to a certain place, and learn with real life.
3. Infiltrate the traditional virtues of respecting the elderly and feel the close connection between mathematics and real life.
Teaching focus:
Learn to look at the simple road map, and consolidate the knowledge of identifying the direction by looking at the picture.
Teaching difficulties:
Can describe the specific route from one place to another in accurate language.
Analysis of learning situation:
In daily life, students have some perceptual experience of knowledge in the southeast, northwest and other directions, and have a preliminary understanding of the relative position of objects in the last class, which laid the foundation for the study of this class.
Design concept:
Let students learn valuable mathematics. Teachers use textbooks instead of teaching them. This class first created a life situation of respecting the elderly, selected valuable teaching content that students are willing to accept, and broke through the teaching materials on this basis. In the teaching process, the teaching methods of interaction, cooperation and inquiry are adopted to design the activity situation closely related to students. Through the interaction, cooperation and inquiry between teachers and students, students can learn independently according to their own learning experience in limited time and space. Reward and praise run through the classroom, fully mobilizing the enthusiasm of students.
Teaching mode:
(1) Create situational activation goals: define learning goals through vivid and concrete life situations.
(2) Practical observation and independent inquiry: through careful observation by students, problems are found and raised, and through active inquiry and active learning, the happiness of successful exploration is experienced.
(3) Intensive training and timely practice: Improve students' problem-solving ability through flexible and interesting exercises.
(4) Forming ability and summarizing knowledge: By summarizing the teaching contents of this course, knowledge will be formed into a complete knowledge system.
Teaching process:
First, create situations and activate goals.
First of all, review the knowledge of last class, and let the students tell us what direction we have learned. Show the map, let the students tell the direction on the map, and tell the position of the object with the direction knowledge they have learned. By reviewing the old knowledge, we can lay the foundation for the road map teaching of this class on the basis of the southeast and northwest.
Then introduce the situation. September 9th is the Double Ninth Festival. China has a traditional virtue of respecting the elderly since ancient times. On this day, three good friends Xiaohong, Xiaoming and Xiaogang met to visit the elderly in the nursing home, but they didn't know the way. Would you like to be their little tour guide and help them with your wisdom? Design such a situation, lead to a road map, and stimulate students' interest in learning and thirst for knowledge.
Second, actual observation and independent inquiry.
Show the theme map for students to observe. What mathematical information do you learn from the map? The purpose of designing this link is to let students know the road map as a whole, know how to get information from the map to help solve problems and cultivate students' observation ability. Then let the students freely act as one of the children, how can they walk to the nursing home? Let the students think independently first, and then exchange ideas with their deskmates. The new curriculum standard points out that thinking should be valuable and cooperation should be effective. We believe that students should communicate on the basis of independent thinking, with clear purpose and strong timeliness. Then let the students dictate the route to the nursing home according to their own choices, and the teacher will demonstrate the courseware according to the students' answers. Students fill in the blanks on page 62 of this book and tell the content completely.
Through Xiaohong's walking route to the nursing home and the post office, let the students tell the similarities and differences, and let them know that it is not enough to know only the direction, but also the distance to determine the position. Teacher's camera blackboard: direction distance, and then clear: this is what we will learn in this class, learn to look at a simple road map.
Brubeck, an American educator, said: The most exquisite teaching art follows the principle of asking students questions. So in this class, let the students try to ask questions after we have a preliminary understanding of the road map. Students may say: Who are they going to the nursing home?
Go far, who is near? You may also say: how to get from Xiaohong's house to Xiaogang's house? And so on, teachers selectively guide and instruct students according to their problems, and communicate with students in groups on their problems, which highlights the key points and breaks through the difficulties, and at the same time embodies the leading role of teachers and the main position of students, and embodies the process of teaching from help to release, and truly realizes cooperative learning.
Third, strengthen training and consolidate in time.
Einstein said, "Interest is a teacher". This lesson has designed four exercises. The first three exercises combine the three questions in the form of story treasure hunting. First look for the treasure map, then look for the treasure, and finally send the news of finding the treasure to the friends, which can be described as a link, fully mobilizing students' interest in learning. The third problem is to let students design the route of sending letters and award design prizes, which is not only an encouragement and affirmation for students who have performed well, but also an optimization of walking style on the basis of thinking training. It has created such a vivid, interesting, real and challenging learning situation, which has aroused students' enthusiasm and interest in learning. The fourth question chooses a familiar place near the school where the students are located, and tells the route from school to this place, so that students can experience the close connection between mathematics knowledge and life, and deeply feel that knowledge comes from life, and there is mathematics everywhere in life.
Fourth, form ability and sum up knowledge.
What did you learn in this class? What did you get?
This link is a summary and generalization of the teaching content of this lesson, and it is to help students internalize scattered knowledge into a complete structure. So as to help students understand and master what they have learned more flexibly and profoundly, enrich their own knowledge system, and integrate relevant knowledge for our use through induction and summary.
We try our best to embody the concept of the new curriculum standard in the design of this class, but there will always be unsatisfactory places, and many new problems may arise in the course of class. I hope that leaders and teachers will put forward valuable suggestions and opinions. Thank you all.