Reflection on the comparison and operation of angle teaching

Part 1: Reflection on the comparison of angles and arithmetic teaching

Through the analogy method, the comparison method of the angle is naturally obtained. And through the problem string and practice, the analysis was carried out. After class, I will reflect on this lesson and find that in the process of analysis, I will focus on the understanding of the meaning of the law and the angle. In fact, according to the level of the students, the qualified teachers can also guide the students to feel the similarity between the measurement method and the stacking law. .
In the following teaching process, pay attention to hands-on practice and intuitive feelings, such as asking students to draw a corner on the prepared paper, and draw the bisector of this angle along the straight line EF passing through the apex: Observe the comparison of the size of the slide angle. It is because of the above process that students can use mathematics intuition to complete the classroom exercises. “There are three corners on the square paper, and try to determine the size of each corner and the equivalent relationship between the corners.”
How to cultivate and establish students' mathematical intuition thinking and consciousness? This lesson gives us an inspiration: we must pay attention to creating practical problem situations, using a variety of means such as physical objects, multimedia, hands-on production, scene reproduction, etc., so that students can read pictures, map, draw pictures and then master the graphic symbol language, through observation, analogy, Lenovo, practice and cooperation and exchange to solve a problem string that can be reached within its power, in the development of students' mathematical intuition thinking and sense of numbers. . The teaching process is only student-centered, based on the student's independent activities, the students can really move, and the classroom can really live.

Chapter 2: Reflections on the Comparison and Teaching of Angles

This class is the first time that students have come into contact with the operation of the corner. The introduction of geometry is very important. When students answer the questions, they often continue the style of the national small, only the operation of the data, but the name of the diagonal is ignored, only I value the results and do not consider the problem-solving process. Therefore, in response to these situations, I have repeatedly demonstrated the problem-solving methods of typical examples. The writing of the angle-calculated questions is written, and then the students are allowed to do it. The students are always difficult to apply flexibly. In this case, teachers often encounter problems in solving problems.
Why is this happening? Through the conversation, the investigation found that the fundamental reason is that the method of solving the problem obtained by simple imitation and memorization is difficult to migrate to the new situation because of the lack of support of process knowledge. The process knowledge here refers to some potential personalized knowledge that the individual can obtain in his own problem-solving activities. There are both successful experiences and feelings of failure. Because this process knowledge is integrated into the specific psychological experience in the individual's specific problem-solving activity scene, it is fresh and lively to the solver himself. Therefore, it is necessary to guide and utilize in teaching to help students properly represent process knowledge. It is necessary to fully mobilize the initiative of students to learn, and to inspire students to use some special symbols, such as concept diagrams and relationships, for process knowledge that is difficult to explain. The network and route maps are visually represented to enrich the students' problem-solving “knowledge base”. If the students' process knowledge is given enough attention and encouragement, the students will naturally generate a sense of accomplishment and satisfaction, which makes them easy to realize:
1. Solving problems should be your own activities, discovering and utilizing the potential of wisdom, boldly making conjectures, and recreating. As long as it is paid by yourself, it should be rewarded. There is no absolute problem-solving loser.
2. The idea of ​​solving problems formed by oneself should have a reasonable explanation corresponding to it, dare to assume the responsibility of defending it, and become a problem-solver. And should not be clouded or waiting for the teacher to explain, get rid of the trust of the teacher.
3. The problem-solving companions are not extraordinary. Everyone is just creating their own process knowledge on their own path.
In short, in the problem-solving teaching, the appropriate blackboard, the demonstration is necessary, but can not blindly emphasize the students thousands of times. It is necessary for every student to have the opportunity to demonstrate their own ideas, problem-solving methods, training, and develop their high-level thinking ability, effectively form the ability of active learning and self-determination, and continuously cultivate students' self-directed learning consciousness. It will definitely get twice the result with half the effort.

Chapter 3: Reflections on the Comparison and Teaching of Angles

The teaching content of this lesson is the comparison of the size of the corners and the equal angles of the paintings. In accordance with the requirements of the new mathematics curriculum standards, combined with specific content, starting from the improvement of students' mathematics interests, let students experience the process of assimilation of new knowledge and construction of new meanings, so as to better master the necessary basic knowledge and basic skills. Through group discussions, hands-on experiments, students complete teaching tasks in a relaxed atmosphere, and enhance their desire and confidence in learning mathematics. Under the guidance of teachers, students experience the analogy and transformation of ideas.
First, through the in-depth analysis of the textbooks, I carefully grasped the following points during class:
1. First of all, in the process of knowledge, through the setting of the introduction problem, the appropriate review of the old knowledge can be achieved at the same time, and the comparison of the angles can be introduced. The introduction and introduction of the new knowledge can be integrated and the ability to use the knowledge transfer already possessed by the students can be utilized in one go. Use the analogy to draw a comparison of the size of the corners.
2. In the comparison of the image of the corner, efforts should be made to guide the students' thinking direction. Through the introduction of open-ended questions, students' imaginations can be fully utilized and students' thinking space can be expanded to help students learn knowledge flexibly.
3. The design of the problem leaves the students with a space for full exploration and communication. As the problem is deeper and deeper, the students' thinking is deepened, highlighting the key points of the lesson, distracting the difficulties, and finally achieving the goal of breaking through the difficulties.
4. The origami operation of the drawing should be used as a supplementary knowledge, without having to forcibly remember the memory. Activities such as hands-on operation and mutual communication provide students with a broad space for thinking and develop students' practical and innovative abilities.
5. When painting, the equal angles are drawn by letting the students do their own hands-on operation and exploration. How to draw should be the teacher must give hints and explanations, especially how to apex and apex.
6. The knowledge of the angle bisector is an important knowledge point in geometry. Although it is not the focus here, in the teaching, the teacher can not relax, but strengthen the explanation.
The teaching process used in class is designed as follows:
Create a scenario to compare the size of the corners of the park guides that the students are familiar with.
Using the courseware, the stacking method compares the size of the corners to show the operation of the stacking.
Memories use metrics to enable students to master the general method of comparison of the size of the corners.
Exploring the problem and guiding the students to explore the sum of the angles and the difference.
Problem extension, guiding students to find angle bisectors, and inductive angle bisector definition
A typical example that reinforces students' knowledge and understanding of what they have learned.
In this lesson, we have infiltrated mathematical thinking methods such as experiment, observation, analogy, and induction from beginning to end, and attach importance to the process of knowledge development. It fully reflects the new concept of taking students as the main teacher, and also cultivates students' good habits of thinking and communication.
Second, the existing problems
Through the teaching of this lesson, I found some problems in teaching. For example, in the teaching expectation, I did not estimate the forgotten knowledge of the student corner. Some of the questions were set against the cognitive rules of the students. Struggling, the students' enthusiasm for learning and interest in learning have been affected.
In addition, in the process of activities and questions, the analysis was too detailed, too much explanation, and did not give students full exploration and clear time and space.
Third, improvement measures
In view of the problems exposed in this lesson, I should strengthen the preparation of lessons in the future teaching; consider the students' cognitive ability and the existing knowledge level; set the problem to be flexible, targeted, operability, give students more thinking imagination Space, the comparison and operation of the corners are divided into two corners of the angle and the corner of the operation, and strive to make the classroom teaching develop in a rigorous, orderly and efficient direction.

Chapter 4: Reflections on the Comparison and Teaching of Angles

In this lesson, I take students as the main body, paying attention to students' self-learning, creative use of teaching materials, paying attention to cultivating students' mathematical thinking methods, and using modern teaching methods. My feelings are still very good. But thinking quietly, there are still some unsatisfactory places in this lesson. Some reflections on the successes and shortcomings in the implementation of the teaching design of this lesson are as follows:
First, the success:
1. The introduction of the subject is more natural
Because we have already learned the "comparison of line length" method, I first drew a triangle on the blackboard and then let the students compare the size of the three sides. Because of the foundation of the previous section, the students can quickly Compare the size of the three segments. Then I proposed: I also want to know the size relationship of the three corners, how to compare the size of these three angles? This naturally introduces the subject of this lesson.
2. Use analogy ideas many times
In the course of the classroom implementation, the size of the wired segment is paved, and the method of comparing the size of the angle is well understood by the students; since the emphasis on the line segment and the poor symbol language is in place, the students are really clear the meaning of the line segment and the difference, Imitation of the angle and the difference language, naturally natural, is not a problem; the definition of the midpoint of the line segment, the students well understand the concept of the bisector of the angle. Then, mimic the symbolic language of the midpoint of the line segment to derive the bisector symbol language of the angle.
3. Using e-learning
The benefits of using courseware in some aspects of instructional design are obvious, and students can see at a glance. For example: the operation process of the stacking method; the two methods of drawing a corner bisector; the triangle drawing angle, etc., all play the expected effect in the teaching design.
4, lazy teacher, hardworking students
In the classroom, our teachers should be “lazy” and students should be “diligent”. When talking about how to draw a bisector of a corner, since the students have prepared a translucent paper before the class, let the students draw a corner on it and fold it by themselves to explore the folding method. Also, when exploring how many degrees can be spelled out with a set of triangles, the teacher can let the students do it themselves and let the students draw their own conclusions.
Second, the shortcomings:
Due to the previous explanation, the four goals of one lesson were only completed in three.
As the group cooperation learning can not be opened, the role of inquiry activities is reduced.
“Triangle puzzle” is not as positive as the students, and it is obviously unfamiliar to group cooperation. The time is a bit rushed. The students are not fully explored and displayed. Fortunately, the courseware makes up for the shortcomings. Under the guidance of the teachers, the students Better summed up the law.
In combination with the problems exposed in this lesson, I will make the following improvements:
1. Leading students to move, do, and brain, let students learn from their own self-study, and truly solve the problems that their self-study can solve.
2. The teacher first explains the meaning of each line segment in the mid-point symbol language of the line segment, and then lets the student obtain some symbolic language of the bisector of the angle.
In short, there will always be gains and regrets in the teaching of a class. I want to improve myself in constant reflection and summarization. Carry forward the advantages, overcome the deficiencies, and accumulate experience for future education and teaching work so as to become an innovative teacher as soon as possible.

Chapter 5: Reflection on the Comparison and Teaching of Angles

The teaching content of this lesson is the comparison of the size of the corners, the angular and difference relationship, and the bisector of the angle. Before this, students have learned the size comparison of line segments and draw equal line segments. There are two ways to compare the size of line segments: measurement method and stacking method. According to the intent of the textbook, the ability to use the knowledge transfer that the student already possesses is used, and the analogy of the angle is used to draw the two methods of comparison of the size of the angle: measurement method and stacking method.
Through in-depth analysis of the textbooks, I carefully grasped the following points during class:
1. First of all, in the process of knowledge, the old knowledge must be properly reviewed, so that students can have a deeper memory of the knowledge.
2. In the comparison of the image of the corner, efforts should be made to guide the students' thinking direction.
3. The overlap method is a difficult point, but this method is more suitable for comparison in practice.
4. The knowledge of the angle bisector is an important knowledge point in geometry. Although it is not the focus here, in the teaching, the teacher can not relax, but strengthen the explanation.