1 Analysis of Teaching Village in Seeking Symmetry;
Finding symmetry is a scientific mathematical activity, mainly to let children understand the meaning of symmetry. This kind of teaching teacher does not use direct teaching method, but uses several links of watching, folding, watching and doing to guide children to find, ask and solve problems.
There are a series of problems in teaching. For example, when I asked my children to find out the difference between the left and right sides of the triangle, flower and butterfly, I asked a misleading question: "Find out what is the same or different between the two sides." So children look for differences from nuances and find lines that are not straight and circles that are not round. They didn't look from the direction, so I can only remind them. " However, this is not very clear. In order to highlight the direction, a pattern with obvious direction was drawn to let the children see it more clearly. There are still some shortcomings. After discussion and discussion by teachers, different views on the problem are put forward and solved. In the design activities, the process from easy to difficult is adopted. In designing lesson plans, children are first told to understand symmetrical patterns through the method of "folding and folding", followed by the link of "finding", that is, the first application after understanding the meaning of "symmetry", so that children can find symmetrical interesting patterns on the basis of understanding the symmetry of simple patterns. Most children have understood symmetry and can find the same other half. However, few children are vague and make mistakes, so ask questions in mistakes and help solve them in time, so that children can better understand the meaning of symmetry. In order to add a little interest, the last step is the "search" link, mainly to let children consolidate their understanding of "symmetry", so as to find more symmetry of objects. As the first person to study children's operation, the plane patterns drawn in children's material books are different from those in real life. So you can't directly see that it is a symmetrical pattern, which is difficult for children to understand. Later, I came first. So, I drew a plane symmetrical figure as an example to explain, but it still didn't work well in children's operation, and I always thought it was an asymmetrical figure, which brought confusion to my teaching and made me feel at a loss.
There are still some places: improper design of questions leads to misleading, which more or less delays the time of teaching activities. I don't know enough about mathematics myself. Before preparing for teaching activities, some subtle places and complex patterns were not carefully studied, which brought difficulties to teaching. At the same time, some places have been brushed aside, making it difficult for children to understand.
Two research activities in one lesson need careful preparation before class, such as teachers' familiarity with teaching plans, teachers' response ability, teaching AIDS and so on. It can be said that this process is painful. However, after the second survey, although there are still some loopholes or deficiencies in some places, it is inevitable that I will be happy to see my little progress.
Design intent:
In terms of subsidies and guidance for children's experience needs, children in large classes in the next semester are not only inclined to apply single numbers or simple addition and subtraction models, but also need to absorb and instill diversified mathematical knowledge. Therefore, in the selection of the content of this large class mathematics activity, I chose the knowledge point of "symmetry" in mathematics to guide the children in large classes with simple mathematics knowledge before entering school. There are not many requirements for the children in the big class to fully master this knowledge point, but at least I hope that through this activity, they will be no stranger to the knowledge point of symmetry in mathematics.
Activity objectives:
1, learn the mathematical knowledge of "symmetry" in order to understand the meaning of "symmetry".
2. Improve children's hands-on ability in the operating experience and learn to cut simple symmetrical figures.
3. Actively participate in mathematics activities and experience the fun in mathematics activities.
4. Improve the ability of logical reasoning and form a good habit of doing things in an orderly way.
Difficulties and emphases of the activity:
1, Difficulties: Chivalry understands the meaning of "symmetry", uses its knowledge points in the process of operating experience, and puts learning and even application in children's teaching classes.
2. Focus: Understand "symmetry" in a broad sense, improve children's hands-on operation ability and experience the fun of learning.
Activity flow:
First, the symmetry and experience characteristics of "play"
Second, the scissors are symmetrical and experienced in operation.
1. Say it.
Definition: What is symmetry? (refers to two pairs of figures or objects with one-to-one correspondence in size, shape and arrangement)
take a look
Cut it off.
Third, "seek" symmetry and improve understanding.
Find out what is symmetrical in life.
Teaching reflection:
"Guess" is the first part of the activity. And "guessing" is not the main thing, but "finding". I want my children to find the similarities and differences between the left and the right after a happy "guess". This is the key point. In the process of guessing, the children's interest is very high, because I am not sure or negative about the answers the children guessed, so I am particularly curious and add more interest to the later "search". Encouraged by me, they all actively looked for similarities and differences on both sides of each picture, and finally naturally found the condition of "symmetry": the shape, color, size and pattern are the same, but the direction is opposite. But when I asked them to look for differences, I asked a misleading question: "Looking for differences between the two sides", so the children looked for differences from the nuances and really found that the lines were not straight, the circles were not round and so on. No child will observe from the direction. I can only half-heartedly remind them "which direction the bird has gone", and the child suddenly realizes that "the direction is reversed". Obviously, this is caused by my problem. What makes me more satisfied with this link is that it is concise and few, and the child's "guess" is very flexible. What makes me regret is that the problem is not properly designed, which leads to misleading and delays the teaching activities more or less.
Seeking is the first application after understanding the meaning of symmetry. I asked the children with lower learning and acceptance ability in the class to answer. As a result, most children understand "symmetry" and can find the same other half, but there are still a few children who are a little vague and will make mistakes, so they ask questions in mistakes to help them solve problems in time and let them better understand the meaning of symmetry.
"Doing" means adding a little interest. The first two links are mainly talking, which is to consolidate your understanding of "symmetry" and to relax your active body for a while. Although it is a momentary action, the cooperation between teachers and children is very tacit.
The operation activities of "drawing a picture" include the process of looking, thinking, finding, painting and painting, which is a comprehensive reflection of previous learning. Among them, I think the deficiency is that there is no symmetrical condition or demonstration before the children operate, so many children are useless to symmetrical colors, they just draw them. If you can mention it, maybe children will realize the change and symmetry of color when painting.
This is my comprehensive reflection on the whole activity of "interesting mode". Only through serious and in-depth reflection can we find or approach an effective and perfect teaching method.
Analysis of two teaching villages of "seeking symmetry" in large class mathematics teaching plan;
Finding symmetry is a scientific mathematical activity, mainly to let children understand the meaning of symmetry. This kind of teaching teacher does not use direct teaching method, but uses several links of watching, folding, watching and doing to guide children to find, ask and solve problems.
There are a series of problems in teaching. For example, when I asked my children to find out the difference between the left and right sides of the triangle, flower and butterfly, I asked a misleading question: "Find out what is the same or different between the two sides." So children look for differences from nuances and find lines that are not straight and circles that are not round. They didn't look from the direction, so I can only remind them. " However, this is not very clear. In order to highlight the direction, a pattern with obvious direction was drawn to let the children see it more clearly. There are still some shortcomings. After discussion and discussion by teachers, different views on the problem are put forward and solved. In the design activities, the process from easy to difficult is adopted. In designing lesson plans, children are first told to understand symmetrical patterns through the method of "folding and folding", followed by the link of "finding", that is, the first application after understanding the meaning of "symmetry", so that children can find symmetrical interesting patterns on the basis of understanding the symmetry of simple patterns. Most children have understood symmetry and can find the same other half. However, few children are vague and make mistakes, so ask questions in mistakes and help solve them in time, so that children can better understand the meaning of symmetry. In order to add a little interest, the last step is the "search" link, mainly to let children consolidate their understanding of "symmetry", so as to find more symmetry of objects. As the first person to study children's operation, the plane patterns drawn in children's material books are different from those in real life. So you can't directly see that it is a symmetrical pattern, which is difficult for children to understand. Later, I came first. So, I drew a plane symmetrical figure as an example to explain, but it still didn't work well in children's operation, and I always thought it was an asymmetrical figure, which brought confusion to my teaching and made me feel at a loss.
There are still some places: improper design of questions leads to misleading, which more or less delays the time of teaching activities. I don't know enough about mathematics myself. Before preparing for teaching activities, some subtle places and complex patterns were not carefully studied, which brought difficulties to teaching. At the same time, some places have been brushed aside, making it difficult for children to understand.
Two research activities in one lesson need careful preparation before class, such as teachers' familiarity with teaching plans, teachers' response ability, teaching AIDS and so on. It can be said that this process is painful. However, after the second survey, although there are still some loopholes or deficiencies in some places, it is inevitable that I will be happy to see my little progress.
Design intent:
In terms of subsidies and guidance for children's experience needs, children in large classes in the next semester are not only inclined to apply single numbers or simple addition and subtraction models, but also need to absorb and instill diversified mathematical knowledge. Therefore, in the selection of the content of this large class mathematics activity, I chose the knowledge point of "symmetry" in mathematics to guide the children in large classes with simple mathematics knowledge before entering school. There are not many requirements for the children in the big class to fully master this knowledge point, but at least I hope that through this activity, they will be no stranger to the knowledge point of symmetry in mathematics.
Activity objectives:
1, learn the mathematical knowledge of "symmetry" in order to understand the meaning of "symmetry".
2. Improve children's hands-on ability in the operating experience and learn to cut simple symmetrical figures.
3. Cultivate children's interest in calculation and the accuracy and agility of thinking through various sensory training.
4. Guide children to be interested in numbers.
Highlights and difficulties of the activity:
1, Difficulties: Chivalry understands the meaning of "symmetry", uses its knowledge points in the process of operating experience, and puts learning and even application in children's teaching classes.
2. Focus: Understand "symmetry" in a broad sense, improve children's hands-on operation ability and experience the fun of learning.
Activity flow:
First, the symmetry and experience characteristics of "play"
Second, the scissors are symmetrical and experienced in operation.
1, say it
Definition: What is symmetry? (refers to two pairs of figures or objects with one-to-one correspondence in size, shape and arrangement)
Step 2 look at it
3. cut it off.
Third, "seek" symmetry and improve understanding.
Find out what is symmetrical in life.
Activity reflection:
"Symmetry" follows the principle of taking students as the main body in teaching design, and fully mobilizes students' creativity. After in-depth study of the teaching materials, I identified the teaching section as five sections:
Section 1: Guess
Junior students can quickly accept interesting things and arouse their enthusiasm to participate in classroom learning. Therefore, I design the lead-in link as "guessing", and show the graphics cut by the teacher, so that students can guess the whole graphics according to half of the graphics they see, thus successfully revealing the concept of symmetrical graphics-the graphics whose left and right parts are completely coincident are called symmetrical graphics.
Section 2: Cut.
In traditional teaching, students passively accept what they have learned and do not give full play to their creativity. So from the perspective of learning effect, students can know what they have learned, but they don't know why. The new curriculum standard puts forward that students can participate in what they have learned, which can stimulate students' subjectivity and creativity. So how to have a more intuitive and concrete perception of symmetrical graphics? After I introduced the concept, I immediately designed "Qieqie". The teacher first demonstrated the cutting of symmetrical figures for students to observe and talked about the cutting process. Obviously, the key to cutting symmetrical figures is to fold them in half before cutting, and then let students recreate what they have learned and let them cut. In this way, students not only observe, but also participate and create, and their enthusiasm is very high, and they have a deeper understanding of the concept of symmetrical graphics.
Section 3: Find it.
Finding the symmetry axis is a difficult point. How to let students find the symmetry axis of cutting graphics correctly? I design the teaching link as discovery, touch and painting. Look for it alone, then discuss it in groups, then draw the symmetry axis independently and communicate with the whole class.
Judging from the assignments shown, most students have mastered the method of finding the symmetry axis, and a few students have been folded in half for several times because of the sectional drawing, which makes it more difficult to draw.
Section 4: Thinking
"Think about it" is an improvement exercise after mastering the basic concepts, which has certain difficulty. Therefore, group learning is the main arrangement in the design, and then through group communication, representatives of the whole class are sent to communicate and collectively correct, and many symmetrical figures are found.
Part V: Talking about it
Mathematics comes from life and is higher than life, so that students can feel the extensive application of mathematics in life and the beauty of mathematics in mathematics class. So at the end of the class, I asked the students to find examples around them and talk about which are symmetrical figures. The students are very enthusiastic and want to show their new knowledge. The learning effect is good.