Reflection on the teaching of the vertical line

Part 1: Reflection on the teaching of the vertical line

This lesson is a way for students to learn the vertical line based on the definition of the vertical line. In two parts, one part is a vertical line that is a straight line on a straight line, and the other part is a vertical line that is a straight line outside the straight line.
In teaching, I use the new method of teaching. Let the students read the knowledge in the textbook and conduct group communication according to their own reading. As a result, students' performance is not very good, and many people don't know where to start. So I started by guiding students to read books, letting students read the tips, keywords, seeing the icons, and paying attention to the sidenotes in the textbook. At the teacher's prompt, the student knows how to communicate and has the content of communication.
After class, I reflect on the fact that the teaching of the new program needs to be cultivated from the reading ability of the students, so that the students have something to say and have something to say.

Part 2: Reflection on the teaching of the vertical line

This lesson is the fourth unit of the seventh volume of the People's Education Edition. The content of this lesson is not only for students to draw vertical lines, to understand the characteristics of the vertical line, but also to guide the students to judge and test whether the two lines are perpendicular to each other and to understand the vertical line in life. Apply to develop students' observation ability, hands-on ability and the habit of applying what they have learned.
The vertical line is based on the understanding of the relationship between the two linear positions, and at the same time lays the foundation for the high line of the later learning graphics. In my impression, this part of the content has always been a difficult point for students. Today, I have encountered this big problem. How to make students master it quickly? When we were teaching mathematics, we discussed this issue. The key is that the child does not know why the triangle is used when drawing the vertical line? Which side of the triangle is used? Final proposal: If you let your child draw a right angle with a triangle before painting the vertical line, the effect may be better.
First, know the triangle
Show the triangle board, let the students know the names and functions of each part of the triangle according to the characteristics of each part of the triangle. Because of the knowledge of the triangular plate, the child has laid a good foundation for learning the vertical drawing below, which is convenient for children to understand and master.
Second, the initial perception
Students have a preliminary understanding of the triangle, and it is natural to draw a right angle with a triangle. At the same time, it is required to check the right angle of the triangle when checking the corners at the same table, and remind the students to draw the right angle symbol at the end. This is the basic requirement for drawing. With this kind of initiative, the child has already understood the right angle of the triangle from the heart, not only can be used to measure whether a corner is a right angle, but also can be used to draw a right angle. It lays a solid foundation for perceptual knowledge for the following study of the vertical line drawing.
Third, create a situation, the water will come into being.
The student has a full understanding of the two vertical lines and the right angle to introduce the vertical line teaching. Have the student draw a horizontal line at random and try to draw a vertical line. Thanks to the front bedding, almost every child is able to draw a straight line of known straight lines at right angles to the set square. The name was demonstrated on the blackboard, and the drawing of the vertical line was further recognized in the comments of many children.
Students learn in appropriate and implemented contextual creations, and students are highly motivated and efficient. After class, I think about it. The creation of the situation is lively and interesting, and the problem is good. With the encouragement of the teacher, the classroom atmosphere is more active, the teaching effect is more straightforward, and the teaching is more excellent. Perhaps this is what experts often say: interest is the best teacher.
Inadequacies: When the known straight line is not horizontal, the students are not very good at mastering and need to practice.

Part 3: Reflection on the teaching of the vertical line

This lesson draws the vertical line of a known line with a triangle rule, which is an important drawing skill in the mathematics of the country. I demonstrated the method of drawing a vertical line of a known line on a straight line and introducing the mapping steps. Then let go of the student and draw a vertical line that draws a known straight line. Through active communication and hands-on learning methods, we actively participate in the exploration process of vertical painting, which is conducive to the formation of students' operational skills and the cultivation of practical ability. Of course, the downside is that when I feel that some students are drawing, especially when the vertical line is known, the students flip through the triangle and can't find the correct position. Obviously, they can't make it. For the standard vertical line, you should further strengthen your familiarity with the triangle ruler. In addition, when a line outside the straight line is used as a vertical line of known straight line, many students have no way to start, and they cannot understand the nature. However, I have given many examples in the teaching, such as the position of teachers and students to help students. Understand that this effect is more obvious.

Part 4: Reflection on the teaching of the vertical line

The content of this section is a vertical line of teaching. In the past, the method of teaching the vertical line was relatively simple. The teacher said “bitter”. The students learned that “tired” students could not understand the translation and vertical process of the figure. In the past, the teaching could only be done by chalk. The static picture is more difficult to explain. Now when teaching the drawing of the vertical line, I use the computer to dynamically display the process of coincidence, translation, line drawing and labeling on the operation. It is both intuitive and visual, and the student's vision is mobilized, and the students are easy to understand and master. The students are transformed from passively accepted knowledge into active learning, actively cooperate with classroom teaching, and actively participate in the teaching process to improve learning efficiency. The following are some personal experiences after teaching.
First, contact students' actual life, let students feel that there is mathematics everywhere in life.
Mathematics comes from life, and there is mathematics everywhere in life. In the teaching, students are connected with the actual life, let the students understand the meaning of the vertical line in the real situation, train students to find problems with mathematics, solve problems with mathematics, and gradually cultivate students' good sense of numbers.
Second, play the role of students, experience the mapping process
Learning is not just a simple accumulation of knowledge. What is important is the conflict between old and new knowledge and experience, which leads to the reorganization of cognitive structure. In teaching, I start from the cognitive development level of students and the existing knowledge and experience, give full play to the main role of students, and organize the exploration of the method of "drawing the vertical line".
Third, explore independently and understand the meaning of “distance from point to line”.
In this lesson, students do not simply listen to mathematics with their ears. Instead, they use the eyes to observe mathematical phenomena, use mathematical phenomena around them to understand mathematical knowledge, and use mathematical knowledge to analyze the phenomena around them.
When accepting the students' understanding of the meaning of "point to line distance", I know that this content is a key teaching point of this class, so in the process of teaching, I set the point outside the line as our school, and the line is set to the road. The point on the line is set as the building on the road, and then let the students look at the screen and find the nearest distance from the school to the school. At this time, I give all the chances of success and the opportunity to express myself to the students, and ask the students to use the ruler. Amount on the screen, and found that "from the point outside the line to the line drawn by this line, the vertical line is the shortest." After the students understand this meaning, I will show the long-distance situation map just after class, and then let the students use the knowledge they have just learned to solve the problem, and the students immediately feel that learning is useful. Can accurately measure the distance of Xiaoming long jump in the title. A similar topic is given to the students to practice. Through the consolidation of knowledge, students' impressions of the meaning of “distance from point to line” have been deepened.
In teaching, there are still some places in the self-feeling that need to be strengthened. For example, if there are fewer arrangements for consolidation in the classroom, if you can arrange an open practice to expand the students' thinking and give full play to the students' creative potential, the effect will be better. In addition, in the process of teaching new courses, I have always paid more attention to teaching students from the front. If you can give some counterexamples and let students learn from different angles, the knowledge mastery will be stronger. In short, the whole class is introduced from the long-distance situation map, to the process of drawing the vertical line, and then to the “distance from point to line”, and activities are carried out around the students' learning, so that students can construct mathematics knowledge and realize mathematics actively and happily. The value of realizing that mathematics is an important tool for solving problems.

Pt 5: Reflection on the teaching of the vertical line

This section is about the vertical line of teaching. I will let the students draw a straight line at random, draw one or more vertical lines at any point on the straight line. They draw the perpendicular lines on different sides of the straight line in different directions, and the initial experience is used as a triangle tool for the drawing tool. The vertical line is more standardized; then the courseware demonstrates the drawing of a vertical line of a known line on a straight line, and simultaneously introduces the drawing steps, and then lets the student draw a line outside the line to draw a vertical line of a known line. Through the students' mouth-to-mouth communication, hands-on operation, and cooperative learning, students are actively and actively involved in the exploration process of the vertical line drawing method, which is conducive to the formation of students' operational skills and the cultivation of practical ability. Therefore, I have done a flexible process in this teaching.
First, focus on cooperative learning and practice forms.
In teaching, I try to let students learn more and learn more, and practice forms are also diversified. For example, when students learn to draw a vertical line on a straight line and a straight line, they can allow two people at the same table to see each other, talk to each other, and guide each other. After the students learn to draw the vertical line, they can guide the students to draw a straight line on the other's book, and point them out on the straight line and straight line to let them practice the vertical line. After the completion, the amount is given to the same table to let the same table understand how it is operated and correct, and to make the operation process more proficient. The purpose of this arrangement is to consciously learn and cooperate with students to share their spirits.
Second, pay attention to the normative nature of operations.
In the teaching of this lesson, whether it is the teacher's model drawing or the student's hands-on operation, I require standard operation, which is summarized as follows: one release, two pushes, three draws, and four marks.
Third, flexible use of colored chalk. A little bit on the line and a little outside the line are decorated with colored chalk to make the students see clearly.
4. During the practice, the judgment and test whether the two straight lines are perpendicular to each other are added, so that the students can understand the application of the vertical line in life, and cultivate students' habits of observation, hands-on operation and learning.
Through the teaching of this lesson, I am more deeply aware that letting students practice, experience is only the importance of the formation process. In the future teaching, we must give full play to the main role of students. Let the students truly become masters of learning.