Rethinking the direction of teaching

Part 1: Rethinking the direction of teaching

"Identification Direction" is the content of the first lesson of "Direction and Route". This course is based on the four directions of the East, South, West and North, and further study the four directions of Southeast, Northeast, Southwest and Northwest.
In this lesson, using eight orientation words to describe the location of the object is a difficult point for students to learn. Many students express their opinions because the center point is inaccurate. For example, in this lesson, the direction of understanding, the zoo What direction is in school? Many students say that the zoo is in the southwest of the school and should actually be in the northeast. When this happens in the classroom, I immediately realized that it is important to find the right point. How can I help students find the center point better? I took the form of letting students use the direction board, trying a variety of expressions, and repeating the practice. After class, I have been thinking about the above methods, but I can't explore better ways to make students easy to master.

Part 2: Rethinking the direction of teaching

This teaching is a bold attempt by me as a class teacher. Before class, I thoroughly studied textbooks, teaching methods, and humbly asked the teachers of this school year. Formed a more reasonable teaching design, there is still no place in the training of students. When I was doing the second game, if I started the whole class, I would have better practice results. After class, I practiced again: Teacher: Please ask the students in the east of Yang Lubin to stand up. Teacher: The classmate in his south stood up, and his classmates in the west stood up and stood up in the north of his classmates. Teacher: The classmate in his southeast asks you to wave him. The classmate in his northeast invites you to clap him. The students in his southwestern area ask you to reach out and reach out to him. He patted the shoulder. Teacher: Come again! Please Zheng Jiaxin's classmates in the east stand up... Teacher: Played twice, what math problems did you find? Or do you have something that you don't understand? Teacher: Why is Zhang Zhixing as well, and he will say that he is in the east of Zheng Jiaxin, and he will say that he is in the west of Yang Lubin? Health 1: We just made a mistake, right? Health 2: I know! Because Zhang Zhixing is on the right side of Zheng Jiaxin, on the left side of Yang Lubin. Health 3: Because each time we have different centers, the first time is centered on Zheng Jiaxin, the second time is centered on Yang Lubin, so we get different results.
Therefore, I think I have to concentrate on and practice hard, so that students can learn and gain more practical knowledge in practice!

Part 3: Rethinking the direction of teaching

The teaching objectives of this lesson are: 1. Close the connection between mathematics and life, and train students to actively explore the spirit. 2. Know the four directions of northeast, southeast, northwest and southwest. Will identify the direction in life. 3. The plane diagram will be identified and the problems in life will be solved according to the plane diagram.
The goal of this lesson is to promote the development of children and to stimulate children's interest in learning. In the course of the class, I and the children came together to learn from the heart and laugh together to discover the fun of learning. I feel that the teaching design of this class is successful. In the teaching design, the teaching materials can be dig deep, and the direction board can be turned into an active learning tool for reasonable use! In the process of classroom learning, the children become the true masters of learning. Through independent observation and independent inquiry, they complete the abstract cognitive process from the direction of identification in the living space to the direction in the plan.
In the teaching, I did not put the direction board next to the wall chart, or the student's answer to mark the orientation next to the wall chart, and the reference object for the students, I found that the students were a little difficult in the narrative. At the same time, in the process of teaching direction should be compact, not dragging, while students should pay attention to the angle of their seats when speaking, to facilitate their own teaching. If you can pay attention to the direction of the direction board before the student's body is facing the north with the direction board, and then start to recognize the direction, the students will be more convenient to identify. The language of instruction is not perfect in inspiring students' emotions and enthusiasm for speaking. Need to pay attention in the future.

Part 4: Rethinking the direction of teaching

"Identification Direction" is the teaching content of the third unit of the fourth volume of the National Normal Mathematics of Beijing Normal University. The content of this module belongs to the teaching content in the field of "direction and location" in the category of "space and graphics" proposed in the new curriculum. It is an important premise and basis for the development of students' spatial concepts and mathematics learning, plus these contents are in the students' The life experience that is commonly used in daily life, so students learn the relative positions of objects before and after, left and right, up and down in the first grade. The second grade book has studied the four directions of east, south, west and north, focusing on the four directions of southeast, northeast, southwest and northwest, and can identify the other seven directions according to a given direction. The relative position of the object is described by words that indicate the orientation.
Reflection on after-school teaching:
First, the new curriculum advocates a democratic, open, and scientific curriculum concept. The teaching materials are only a "topic" of the teacher-student dialogue. In the teaching, students should use the living materials to make the teaching materials more conducive to the development of students. This course is based on the four directions of the East, South, West and North, and further study the four directions of Southeast, Northeast, Southwest and Northwest. The content of the event is closely related to the life of the student. Not only do students are required to recognize the direction on the floor plan, but they also need to apply it to real life. The theme map of the activity of this lesson is a life theme map that students are familiar with. The school is the center. Let the students talk about the main buildings in the east, south, west and north of the school. They are all found in our lives. They are very interested. They immediately said that there is a post office in the east, a shopping mall in the south, a hospital in the west, and a gymnasium in the north. On this basis, I asked the students to think about the direction of the zoo, and then grasp the students' curiosity and doubts, such as: Which side of the school is the school? Which side of the school is the Children's Palace? Which side of the school is the cinema? Using the living environment familiar to these students as an example, students are guided to use the old knowledge they have already learned and combine their life experiences to explore new knowledge and master new skills. All teaching sessions are based on the familiar living environment of the students, so that they have the opportunity to learn mathematics and understand mathematics from the familiar things around them, and realize that mathematics is around and feel the fun and effect of mathematics.
Second, although the students in the lower grades have a certain life experience, they have a strong curiosity about the various things and phenomena around them. I will firmly grasp the curiosity of the children and combine the practical problems in life to create situations. Make doubts and ask for new things, use the familiar living environment of students as an example to guide students to use the old knowledge they have already learned and combine life experience to explore new knowledge and master new skills. Through the students to talk about, find, recognize and recognize activities, students can understand and master mathematics knowledge and skills in the process of independent exploration and cooperation, and gain mathematical experience.
3. "Interest is the guide to seeking knowledge. Interest is the core of non-intellectual factors such as emotion, motivation, and will. Interest is the driving force of learning. When students are interested in what they have learned, they must be highly focused, memory-enhancing, and quick-thinking. The information transmission system is in the best state." When letting students recognize the direction of each building, I set a mathematical situation: "During the Universiade, many foreign guests are coming to Longgang to watch the game, but they are on the gymnasium. The road is unfamiliar, please be a tour guide and lead the foreign guests. Our first stop is to..." to increase students' interest in mathematics.
Throughout the whole class, I used a method of distracting difficulties, step by step, and intensive expression to teach. The children were surprised to find that mathematics is also so interesting. There are mathematics everywhere in life. It is easy to learn mathematics well!
Questions after class:
In this lesson, using eight orientation words to describe the location of the object is a difficult point for students to learn. Many students express their opinions because the center point is inaccurate. For example, in this lesson, the direction of understanding, the zoo What direction is in school? Many students say that the zoo is in the southwest of the school and should actually be in the northeast. When this happens in the classroom, I immediately realized that it is important to find the right point. How can I help students find the center point better? I took the form of letting students use the direction board, trying a variety of expressions, and repeating the practice. After class, I have been thinking about the above methods, but I can't explore better ways to make students easy to master.

Part 5: Rethinking the direction of teaching

This course is designed to allow students to identify the four directions of East, South, West and North. The content of the activity is closely related to the life of the students. It not only requires students to recognize the direction on the plan, but also requires that they can be applied to real life. So in the teaching I designed the following links:
1. Through the sun's eastward and westward, students can find the east, south, west and north directions in the playground.
2, through the game to let students better distinguish between East, South, West, North, and can be linked with the left and right hands, quickly distinguish these four directions. Talk about what is going on in the various directions on campus.
3, through a variety of mapping exercises to reflect the scenes of students' daily life, such as schools, homes, supermarkets, etc., to distinguish the direction and design some routes of practice, so that from the familiar living environment of students, so that they have the opportunity to Learn mathematics, understand mathematics, and experience mathematics around you, and feel the fun and role of mathematics. Although the students in the lower grades have a certain life experience, they have a strong curiosity about the various things and phenomena around them. Therefore, I firmly grasp the curiosity of the students and combine the practical problems in life. Create a variety of situations, design a variety of questions, and lead them to think. The students saw the familiar living environment and naturally invested in the designed teaching environment. Afterwards, students use the old knowledge they have already learned and combine their life experiences to explore new knowledge and master new skills. In the end, I asked the students to point their finger and recognize that they formed a group of independent inquiry and cooperation and exchange activities. In the course of the activity, they understood and mastered the mathematics knowledge and skills and gained mathematical experience.
People often say that "interest is a guide to seeking knowledge. Interest is the core of non-intellectual factors such as emotion, motivation, and will. Interest is the driving force of learning. When students are interested in what they have learned, they must be highly focused, memory-enhancing, thinking. Agile, the information transmission system is in the best state." When dealing with the safari, I designed a mathematical situation: "The teacher came to the zoo for the first time, and is not familiar with any place. I want to find a small guide. Who wants to help the teacher? The students are eager to try this small tour guide, saying that our first stop is..."
In one lesson, the students had more problems when they were facing the left or right side of the east or west. They could not determine North and South smoothly. Therefore, in practice, it should be linked to the reality of life as much as possible, and more exercises to determine the position from the plan, no matter where you are, can make the students clearly reflect the correct position of the southeast and northwest in the mind.