Reflection on vertical teaching

Part 1: Reflection on Vertical Teaching

"Understanding Vertical" is the learning content of the seventh volume of the mathematics textbook of the National Standard Textbook of the Jiangsu Education Press. The "Awareness of Verticality" is arranged on the basis of the intersection and parallel of the students' learning straight lines, and is also an important basis for further study of space and graphics. One. The textbook uses life scenes as the material, abstracting the positional relationship of straight lines intersecting at right angles to help students recognize each other vertically. The teaching goal of this lesson is to combine the life situation, experience the vertical relationship of straight lines, understand the concepts of vertical, vertical and vertical, and through the independent operation and cooperation and exchange, learn to draw the vertical line of the known straight line with tools such as triangle ruler and protractor. Students feel the vertical phenomenon in life, understand the vertical application in real life. Can actively participate in observation, operation and other learning activities, have an interest in graphics, and feel the fun of learning mathematics."
First, in the middle of life mathematics
Mathematics comes from life, mathematics and life. In this lesson, I start from the students' existing life experiences and things around me, and closely link the teaching content with life practice. At the beginning, I will present students with life-based campus photos and students. Learning interest and problem awareness, generating a positive attitude of self-exploration and problem-solving, through the appreciation of the picture, classification and analysis, delineating the characteristics, presenting the abstract mathematical knowledge image in front of the students, let the students experience the abstraction from the real space At the same time, the students are guided by the mathematical eye to find the vertical line around them, the vertical line in life, feel that they are learning useful mathematics, learning mathematics in life, and cultivating students' interest in learning mathematics.
Second, doing middle school mathematics
“Doing middle school” is advocated by the new curriculum. It is for students to develop through hands-on operation, thinking in doing, questioning in doing, learning in practice, and doing in practice. In the teaching, by letting students put a swing, fold, draw a painting and other activities, we can find a way to create a set of vertical lines, so that students can experience the process of creating vertical lines when placing vertical lines, vertical lines, and vertical lines. In the process of experiencing the characteristics of the vertical line, deepen the understanding of the vertical line, let the experience of the creative process, learn knowledge, learn to think, and learn to create.
Third, in the exchange to explore middle school mathematics
In this lesson, I always insist that students explore middle school mathematics in exchange, not directly
Teach the students the answer. When guiding the students to draw the vertical line, I did not directly teach the students to draw the painting. Instead, let them learn the textbooks themselves, then grasp the vertical drawing method in the exploration and communication, and understand the meaning of the vertical line in the exchange and exploration. Mastering the problems that should be paid attention to when drawing the vertical line, thus reflecting that the students are the main subjects of learning and cultivate students' self-learning ability. Although the students' communication in the classroom is sometimes not very active, the children in the rural areas are timid and the oral expression is not clear, which makes many students accustomed to answering the whole class, but I firmly believe that as long as I have this kind of consciousness, I will continue to cultivate the students' oral expression. Ability, ability to communicate with others, communication between students, communication between teachers and students will be more active and active.
At the same time, there are still many shortcomings in this lesson: mainly because the time allocation is not good enough, and the time spent in teaching the vertical line is too much, resulting in a tight time in the "drawing the vertical line" and insufficient time for practice. . There are also some shortcomings in some aspects of the explanation.

Part 2: Reflection on Vertical Teaching

Recognizing the vertical part of the content is arranged on the basis of the students' learning of the intersection and parallel of the line, mainly to let the students know that the two lines are perpendicular to each other and how to draw the vertical line. I imported from the familiar road of the students, leading to two intersections, which naturally led the students to initially perceive the vertical intersection of this particular in the comparison. When teaching the concept of vertical part, I mainly help students to self-learn through self-study, and they can cultivate their independent thinking habits and self-study. Then they can strengthen the vertical understanding through the triangle rule and let the students in a group. The judgment questions summarize what is the key to judging whether the two lines are perpendicular to each other. This is an example in which the knowledge is sublimated and the students are vertical in their lives to further consolidate their understanding of verticality. In the process of teaching the vertical line, let the students create two lines that are perpendicular to each other, giving students the opportunity to show various methods. In the teaching of a straight line on a straight line and a straight line outside the straight line, let the students first find their own way, or read the book, and then through the teacher's demonstration - summary method - then demonstrate, standardize the method in layers In the in-depth practice, the student's thinking has been improved. It also allows the knowledge that is learned to finally return to life, reflecting the close connection between life and mathematics. The students in this class have been very active and active, not only with a high level of classroom participation, but also with a flexible and creative mindset. In this class, the student's subjective status has been highlighted, and he has truly experienced the whole process of knowledge formation. He has sublimated the understanding of knowledge in the activities of independent learning and cooperation and exchange at the same table. The students did not have the burden of learning and truly became the master of learning.

Chapter 3: Reflection on Vertical Teaching

"Vertical" is the content of the fourth unit of the second semester of the fourth-grade semester of the nine-year compulsory education course in Shanghai. Vertical is a special positional relationship where two straight lines intersect. It is a teaching content arranged on the basis of students' understanding of straight lines and angles. It will also be the basis for students to further understand rectangles and squares and learn parallelograms, triangles and trapezoids. The teaching objectives of this lesson are: to understand the positional relationship between two lines, to establish a vertical representation; to understand the vertical and vertical feet, to understand the meaning of mutual vertical, and to use mathematical language symbols to indicate the relationship between two lines perpendicular to each other; Whether the two lines are perpendicular to each other; understand the application of the vertical line in life to understand the application and aesthetics of mathematics. The key point of the teaching is that the mathematical lines and symbols will be used to indicate that the two lines are perpendicular to each other, and it is possible to correctly judge whether the two lines are vertical. The difficulty of teaching is to understand the meaning of each other.
The whole class is divided into three levels: “Life Introduction – Self-study Test – Practice Consolidation”. Vertical has a wide range of applications in daily life, how can we arouse students' life experience and perceive the vertical phenomenon in life? This lesson allows students to perceive, understand, and enhance the concept of new knowledge through observation, discussion, and communication. I have tried to embody the following characteristics when designing the lesson plans.
1. Create problem situations, use the intersecting and vertical phenomena in life to guide students, and let students experience mathematics from life. I chose the phenomenon that the three lines in the school picture intersect at right angles, letting students understand that vertical is a special intersection, which leads to new lessons. When the teaching is perpendicular to each other, starting from the actual life of the students, we first talk about the vertical relationship between the two line segments, and then extend the vertical relationship between the two lines, in line with the characteristics of student learning. The end of the lesson once again perceives the vertical phenomenon in life and strengthens the learning of new lessons.
2. Pay attention to communication and cooperation among students, provide space for independent exploration, and strengthen understanding and understanding of concepts.
When learning the concepts of vertical, intersection, and footing, let the students learn by themselves, through the students' independent exploration, and then organize the students to discuss, so as to get a deeper understanding.
3. Practice design is hierarchical and has a progressive relationship. Due to the many concepts in this lesson, I pay attention to the combination of practice and practice in the design of the exercises, which helps students to master better.
Inadequacies:
1. Introduced from a fish drawn by Picasso, I intended to let students say that it is composed of four line segments, the relationship between each two line segments is intersected, leading to "intersection" and "intersection" "the concept of. At the same time, at the end of the design of a student's use of mathematical knowledge to paint, so that students can appreciate the application of the application of mathematics and aesthetics. Due to the unfamiliarity of the content before and after the textbook, the students could not speak. If you have a comprehensive understanding in advance, you can tell the concept of "intersection" and "intersection" by the teacher himself, and it will be smoother.
2. After learning the concept of “foot-down”, it is a bit awkward to present the map of the city to find the students, because in fact they are not in the true sense of the foot. If I am teaching, I should explain it appropriately: It is better to think of the points where the two roads intersect as the intersection point.
3. The use of individual exercises is not appropriate enough.
4. When commenting on the students' practice, some minor mistakes were not corrected in time due to rushing time. For example, two students with the same foot in the same picture are represented by the same letter.
5. In the concept teaching, the students are not paying enough attention to reasoning.

Part 4: Reflection on Vertical Teaching

I carefully prepared a math class "Vertical" and did a live observation at the school. What excites me is that after the lecture, I was very fortunate to listen to the joint comments of the teachers and school leaders of the group. The leaders gave a good evaluation of the "Vertical" lesson taught by me. They also gave me the advantages and shortcomings in the teaching process. The advantages should be continued, and it is necessary to make corrections in time so that progress can be made. Teaching reflection is the inspection and evaluation of teachers' own teaching work. It is an important process for teachers to organize teaching effects and feedback information, sum up experience and lessons in time, and find out the success and deficiency in teaching. Therefore, my reflection on this lesson is as follows:
Advantages in teaching
First, carefully set up doubts, induce students' curiosity, and cultivate students' interest in learning.
Students' interest in learning is not inherent. When students are interested in the discussion of a certain learning content or a certain problem, they can concentrate on learning. Therefore, in mathematics classroom teaching, in order to cultivate students' interest in learning, teachers must elaborate Suspicion, create some learning situations that make students feel real, novel and interesting, and stimulate students' psychological questions to create students' mentality of “seeking for the best”.
Second, can correctly guide students to explore step by step
For example, when talking about the vertical judgment, when the two straight lines intersect to form the four angles to meet the conditions, the two lines can be launched vertically. Many students answer that the four corners are right angles, so I ask: if only know The three corners are right angles. Can the two straight lines be vertical? After the students think through it, they can find it, and then I propose that if only two of the corners are right angles? If you only know that one of the corners is a right angle? Students based on the above experience, it is easy to conclude that as long as one of the corners is a right angle, it can be judged that the two lines are vertical. In my previous teaching, I was very eager to seek success. In a similar situation, I might ask students directly to know that only one of them is a right angle. Can you judge that the two lines are vertical and tell the students that they can, Explain the reason for the students, instead of guiding the students to explore and discover them step by step. In this way, the students may only be mechanically accepted. Without the thinking of their own brains, the acquired knowledge is naturally not very solid. If the teacher is lost when the student gets lost, the teacher does not easily tell the direction, but guides him to identify the direction, step by step to enlighten them, and motivate them. When the students are afraid of climbing, the teacher does not drag, but points his inner spirit. Strength, encourage him to continue to climb upwards, which is bound to make greater breakthroughs in the students' learning methods and classroom teaching effects.
Insufficient teaching
First, the board is not neat enough, the words are not beautiful enough
Although I also reminded myself that the blackboard must be standardized, organized, neat and beautiful before the lecture, what should be written in this edition, what should be written in that edition, but in the course of the lecture, the words are still written too much, too Scattered, affecting the utilization of the blackboard, so that the main points of knowledge later written on the blackboard too, some students sitting behind may not see. I think that in the future teaching, each lesson must strictly ask for their own board, how to design the most beautiful, most intuitive, and most easy for students to receive the information you convey to them, in order to develop a good habit. As a teacher, whether the font of the blackboard is beautiful and generous has played a subtle role for the students, and it also directly affects the teaching effect. My words are written too badly, and I will strengthen this practice in the future.
Second, the language that encourages and affirms the students is too small. I think that my evaluation language still needs attention. There are many bright points in the speeches of the students. I should find and grasp these flash points in time to encourage and affirm the students. . In my class, many students answered the questions quite well. I just said "correct, please sit down." Every student likes to listen to praise. When students answer wrong, I should encourage him. When the students answer correctly, I should affirm him in time so that they can inspire their courage and confidence in answering the questions. I think, when they answer this class, if I say a few words of encouragement and affirmation, or let the whole class give applause to the students who answer the questions, or other methods, the effect may be better, and the students will answer later. The problem will be more positive. I will learn more and pay attention to this later in my teaching.
I feel that there are still many deficiencies in teaching. In the classroom, the mathematical language expression is not standardized enough, and the manner is not natural enough. I think it is a challenge for teachers to adapt to the changing role. But this is also a very important quality that a good mathematics teacher must possess. There is still a long way to go, and there are still many places I need to learn.

Part V: Reflection on Vertical Teaching

This class is mainly to let students feel the joy of learning and the knowledge of learning in the process of practice. Enable students to learn on the basis of their own knowledge. Through teaching, the effect is better, the students are more motivated to learn, and the interest in learning is strong. You can think about the following aspects in order to achieve better results.
1. Teaching adopts the teaching of “sense” through practice, allowing students to consciously comprehend the concept of mutual verticality from the process of practice. First adopt the examples in student life and abstract the vertical figures in life.
From the above graphic, it can be seen that the vertical graphics that are perpendicular to each other have a clear impression in the students' minds. This is a process of providing intuitive insights for students. From the perspective of practice, the acceptance of students is very good.
2, the student practice, the rectangular, square and flat quadrilateral paper folded out two perpendicular lines, the following situation:
By guiding the students to observe, the teacher draws a piece of paper and folds it once, then folds it along the crease to get two perpendicular lines. At the time of the fold, some students appeared to be very complicated and found many lines that were perpendicular to each other.
3. Students realize the conclusion: The necessary conditions for forming each other are: intersecting in the same plane and intersecting at right angles.
4. This class successfully adopts the materials that are close to the students' thinking. Through the students' practice of perceptual learning, the students successfully develop the students' innovative ability and ability to explore problems, and let students actively acquire knowledge and discover knowledge. Although the problem to be solved is challenging, the process of inquiry is also difficult. However, since the knowledge that solves the vertical is placed in the life practice, the existing knowledge and experience of the student is “activated”, so that it can be bumped. Actively complete the construction of cognition in the exploration, and combine the knowledge of right angle and intersection.