Reflection on the teaching of the corner painting

Part 1: Reflection on the teaching of the corner painting

The "Angle Painting" lesson text only presents a 65° angle with a protractor. According to the old teaching method, the teacher only teaches the students how to draw a 65° angle to complete the teaching task, and then use the teaching task. A lot of time to practice consolidation, and such teaching can only make students become skilled workers, and the mind can not be developed, the personality of the publicity, the cultivation of innovative ability will not be implemented. How to activate the teaching materials so that the classroom learning truly realizes "based on the development of students"? How to reflect the students' inquiry? I have tried to do the following:
1. Develop textbooks to build a platform for students to migrate.
The new curriculum standards point out that the content of students' mathematics learning should be realistic, meaningful and challenging. These contents should be conducive to students' active mathematics activities such as observation, experiment, guessing, verification, reasoning and communication.
So, I asked the students to discover, explore, and create their own methods. But the teacher must give the necessary support, "the angle of the specified degree you can draw with a triangle" came into being. This open activity has aroused the students' existing knowledge and experience. The students realized the essence of the corner in the operation activities: first find a corresponding angle of the known degree, and then draw. Knowing why, more complex inquiry activities have the direction: find the angle of 65 ° on the protractor, first swing the pendulum with the active angle, then try to draw him on the paper, and then draw it with the help of a protractor. Only when teachers have a deep grasp of the teaching materials can they find the growth point of the new knowledge construction, and can skillfully make the students' new and old knowledge transfer happen smoothly, thus making the study of "independent inquiry" possible.
2. Open up time and space to promote students' initiative
The best way to learn knowledge is to play, explore, and research by yourself, because this understanding is more profound. "Let's draw a 65° angle!" The challenging question was thrown out, and the class was just quiet, and the students entered the situation of "thinking for the heart." “Please ask the students to observe the teaching tools provided by the teacher. What kind of inspiration can you get?” The students saw the 65° angle on the protractor, and the students found a good helper for the corners – the protractor. The classroom after silence is full of collisions of thought. In the mutual enlightenment, various methods of ingenuity were born. Students enjoy the joy of self-awareness, discovery, and creation, and the classroom is filled with the agility of life.

Part 2: Reflection on the teaching of the corner painting

1. Introducing new types of teaching by drawing different types of angles makes students feel relaxed. Without the burden of learning, the teacher then proposes to draw a 60° angle, gradually leading the problem deeper, which not only stimulates students' desire for knowledge, but also provokes thinking. Sparks. The teacher did not say a few words, but guided by the problem. He always stood in the perspective of student learning and development, and truly embodied the teaching philosophy that “student is the master of learning”. When the students' inspiration and creativity are mobilized, the teacher still does not speak, but when all the students are eager to express themselves, they conform to the students' desire for expression and let everyone draw on paper. Let the creative passion of all the students be released. There is no stop for a few top students to express themselves, and most students passively wait and see, and truly teach the whole face. Before the students draw a 60° angle, the teacher's prompts are used well. You will draw, but you should introduce your good methods to everyone. This sentence will further inspire students to think about the corners. It is not a single painting, but also a process of how to draw a 60° angle, giving students the opportunity to exercise.
2, this part of the teaching, the teacher put forward a question in depth, the teacher did not ask for self-answering, instead of arguing about the operation method, but let the students to operate, to explore, to find, and then to summarize. It truly reflects the status of the student's "master", the charm of mathematics has been revealed, and the students' interest in learning has been fully mobilized.

Part 3: Reflection on the teaching of the angle painting

The focus of this lesson is on asking students to explore the "method of measuring the angle." Accurate reading of the scale of the inner and outer rings on the protractor is the basis of the correct angle. Therefore, the teaching of this lesson is divided into two levels. Step 1: Take the method of learning to let the students distinguish the inner scale and the outer scale on the protractor, and accurately find the angles of 30°, 45°, 60°, 90°, 120°; the second step: take group learning again. The way to focus on the method of measuring the angle, try to play the role of student group cooperation exploration. Because of the operability of this lesson, I also designed different forms of corner exercises to achieve the goal of consolidating new knowledge. From the feedback from the classroom, the children can basically draw the angle of the prescribed degree.

Part 4: Reflection on the teaching of the corner painting

1. Psychological quality
In the face of so many teachers who listened to the lectures, the children, as usual, actively thought, boldly expressed their different ideas, and saw the children's self-confidence and full mental state, I am happy for them. But what about yourself? At the beginning, I started to chaos and saw the 40° angle that the students painted on the blackboard. The brain was hot. I thought: How do you and I let them try to draw the same number of angles? In fact, the first attempt was to make a 30° angle. The second attempt was to make a 40° angle. At the time, I also forgot to let the students talk about the degrees of the triangles. Let the students try to draw 40 first. °, the second time to draw a 30 ° angle, and later let students review the degrees of each corner of the triangle, but the entire teaching process seems chaotic.
Psychological quality is an important part of the overall quality of people. The quality of psychological quality can directly affect a person's quality of life and work efficiency. Over the years, as long as someone is attending classes, especially with the presence of leaders, there is no one class to say that is satisfactory. Every time after the lecture, it will hurt for a long time, but this time, I have no pain, I know that my fault is, I am very happy.
I always say to the children: "You can do it." "You are the best." "I believe in you." These words make many children confident and let them have hope for their own learning. Why can't I encourage myself like this? I really believe that as long as I persist in my unremitting efforts, the quality of all aspects will improve, and my math class will be able to achieve high quality and high efficiency.
2, problem setting
In the classroom, in the face of the questions raised by the teachers, the children do not think positively, or the children's answers are separated from the core of the teaching. If you answer the questions, it must be that the questions raised by the teachers have problems. In the lesson of "The Painting of the Corner", I set such a question "Can you draw those corners with a triangle ruler?" A child said: "You can draw sharp angles, right angles, obtuse angles, flat angles, and perimeter angles." "At the time, I heard it, oh, how can I answer this question, isn't it "30°, 60°, 90°, 45°"? The children also quarreled below. Some said that they could not draw a corner with a triangle ruler, and some could say that they could draw a corner. I couldn't think of how to use a triangle ruler to spell a corner. It was very strange to ask the children how to paint. The children must be influenced by my expression and fell silent. In the end, I had to say to the children that if we go on and say this question, we will perfuse it. The accident happened that my problem was not targeted and not specific enough. As a result, the children's answers were not the default results. If you ask this question: "Can you draw the angles of those degrees directly with the triangle ruler?" I don't think it will be extravagant.
The questions in the classroom must be closely related to the teaching objectives. The key points and difficult design of the teaching content should be clear and specific, so that the children can clearly define the direction of thinking. These were all known before, but they only know, there is no sentiment, and this accident in the classroom today made me realize that the question in the classroom is also a matter of learning, but also an art. If you ask well, if you ask, the teaching will be effective, and the children's thinking can be developed to make the children smart. On the contrary, it will hinder the children's development.
3, classroom generation
The generation of the classroom can be divided into preset generation and non-preset generation. The non-preset generation refers to the learning materials provided by the students, the learning results provided by the students, and the conclusions obtained by the students in the teacher-student interaction in the classroom. Not expected in advance; in a nutshell, it refers to the learning generation that is beyond the teacher's presupposition and meaningful. In the lesson of "The Painting of the Corner", after painting the 40° angle, after the group exchanged the painting, I asked the students to report. One child said a way of drawing: first draw a point, the center point of the protractor coincides with this point, point it on the 0 tick and 40°, then connect and draw a 40° angle. The result of his painting was correct, but it was not in line with the steps in the textbook. Although I praised him as a child who loves to think, he was not sure about the child's drawing. Later in the seminar, this also became the focus of a discussion. Some teachers think that this can be done. Some teachers think that such painting is not standardized.
After class, I checked the information and consulted some teachers online. Finally determined: such a corner is ok. It was just that I did not seize the opportunity in the classroom and proceeded with proper handling. If I was sure of the child's drawing, and told the child: "In fact, you draw like this, and the drawing is the same. The first point you determine first is the end of the ray, that is, the apex of the corner, aligned. The two points of the 0 tick mark and the 40 mark determine the position of the two rays, that is, the two sides of the corner. Only a ray is drawn on the book, and you first determine the position of the ray by the point. Only when the ray is drawn. Such an analysis makes the child's thinking and the drawing method on the textbook a docking, so that the children have a deeper understanding of the diagonal.
The reason why this generation is not handled is actually the lack of professional knowledge of teachers. It seems that there are still many things to learn.