Reflection on painting vertical line teaching

Part 1: Reflection on the teaching of vertical lines

1. When introducing a new lesson, the teacher starts from the actual situation of the students, pays attention to the students' life experience and knowledge base, starts from reviewing the vertical knowledge, evokes the students' memories, and makes better preparations for the new knowledge exploration and learning. In this way, students' interest in participation is stimulated, and the beauty of the rules of the graphics formed by the vertical lines is felt, thereby generating emotions close to mathematics.
2, the new knowledge of the exploration part, give full play to the subjectivity of students, embody the people-oriented. Let the students draw a straight line and draw a vertical line on the straight line. The students draw the perpendicular lines on different sides of the straight line in different directions, and initially understand the vertical line drawn as the triangle of the drawing tool. Then the teacher demonstrates the straight line. A method of drawing a vertical line of a known straight line and introducing the drawing steps simultaneously. Then let go of the student and draw a vertical line that draws a known straight line. Everyone actively and voluntarily invests in the exploration process of the vertical drawing method through the exchange of hands and mouths, which is conducive to the formation of students' operational skills and the cultivation of practical ability. It not only exerts the students' initiative in learning, but also reflects the guiding role of teachers and improves the effectiveness of students' learning.
3. There are still many shortcomings in the class:
Time is not good enough, causing insufficient time for the students to do the exercises.
When students explore their own paintings, teachers lack the attention and guidance of individual “poor students”.

Part 2: Reflection on the teaching of vertical lines

The content of this lesson is to let the students draw the vertical line, understand the characteristics of the vertical line, and guide the students to judge and test whether the two lines are perpendicular to each other, to understand the application of the vertical line in life, and to cultivate students' ability of observation, hands-on operation and mathematics.
When introducing a new lesson, first display several sets of parallel and intersecting straight lines, let the students judge and find the straight lines that are perpendicular to each other, find a line segment that is perpendicular to each other in the classroom, and then present a set of parallel and mutually perpendicular line segments. Graphics. Let students fully feel the beauty of the graphics composed of vertical and parallel lines, thus creating the desire to draw.
After that, I asked the student group to draw a straight line at random, try to draw a straight line at any point on the line, exchange personal thoughts, and initially understand the vertical line drawn by the triangle ruler of the drawing tool, and then inspire students to use Other tools to draw the vertical line - the protractor. Teachers especially remind students to use the ruler and protractor correctly. Then let the students draw vertical lines that extend in different directions. Using parallel lines and vertical lines to draw various patterns, students actively and actively invested in the exploration process of vertical painting through communication, hands-on operation, cooperative learning, and cultivated students' operational skills and practical ability.
Finally, use mathematics in the actual application. Let the students return to life and find a way to find the vertical line in their lives. This not only understands the nature of the vertical line, but also the value of mathematics in life and the interest in mathematics.

Part 3: Reflection on the teaching of vertical lines

The vertical line is one of the preliminary geometric knowledge learned in the national ministry, and it is also one of the most difficult and difficult to receive and master students. How to make students master this knowledge point, I did not teach according to the concepts and laws of the textbook, but from the reality of life, let the students understand and know the vertical line in life. Learn the characteristics of the vertical line through hands-on operation. I am teaching from the following points.
1, the student hands out the vertical line
I asked the students to make their own tools before speaking this lesson. That is to say, two wooden strips or cardboard strips can be used to make a movable angle of rotation. Have the students put the prepared tools on the table, rotate one of them, make one of the corners at right angles, and measure the other three angles to see if they are all right angles. This leads to the intersection of two straight lines. At right angles, the two lines are called perpendicular to each other, and one of the lines is called the perpendicular of the other line. The intersection of the two lines is called the foot.
3, learn to draw a vertical line
First learn to draw any point on the straight line to do its vertical line, and then learn a point on the straight line to draw a vertical line, and finally learn the straight line outside the line to draw a vertical line. This is easy and difficult, step by step, and it will be a matter of course. The following points should be noted when instructing students to draw vertical lines of known straight lines:

Part 4: Reflection on the teaching of vertical lines

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 in the 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.

Chapter 5: Reflection on the Teaching of Vertical Lines

The new curriculum standard points out that the task of teaching is to solve the students' existing cognitive level and contradict the educational requirements. Designing teaching for learning is the starting point and the destination of teaching design.
The main teaching tasks of drawing the vertical line are 3 points: one is to draw a vertical line on a straight line, the other is to draw a vertical line outside the straight line, and the third is to draw a vertical line, and the shortest line from the straight line to the straight line of the straight line can be found. .
Because the teaching content of the design is clear, the teaching activities can let the students talk about it, draw a picture, think about it, and the classroom atmosphere is active, so this class is quite successful, but there are still some flaws:
1. Let students try to draw a vertical line on a straight line for a longer period of time. It is only for students to understand the vertical line with the understanding that the two lines intersect at right angles and the two lines are perpendicular to each other. Some students have limited understanding and are late. It is not possible to make a vertical line. It is suggested that the new instructional design should be completed in conjunction with the demonstration of the textbook example 1. The learning effect will not only improve, but also develop students' self-learning ability.
2. Flexible use of colored chalk. A point on the line and a point outside the line can be decorated with colored chalk to make the students see more clearly.
3, more cooperative learning, diversified practice forms. When students draw a line on their own lines and draw a line outside the straight line, two people at the same table can look at 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.
This is my summary and improvement of some small details in the teaching design of this lesson. I hope to improve the teaching design and improve the teaching efficiency while constantly reflecting.