Reflections on how to write three views teaching

Lead: The former Soviet mathematics educator Stolyar said. Mathematics teaching is the teaching of mathematics activities. ? Determine the direction of observation? Let students' thinking constantly switch between three-dimensional objects and two-dimensional pictures, thus completing the first abstraction of the thinking process and cultivating students' spatial imagination ability.

How to write the "Three Views" teaching and reflect on the new educational concept, so that teachers can change from a single instructor in the past to a learner, participant, organizer and collaborator. We should not only pay attention to cultivating students' interest in learning, but also respect their interest in learning. Don't stifle students' enthusiasm for learning, let students cultivate their own abilities and develop their own specialties while laying a good foundation for learning. Based on this situation, I adopted some novel methods in teaching and achieved good results. Here is my method:

1. Appreciating students can stimulate their inner motivation infinitely.

Appreciation education is an effective encouragement to students by praising and affirming their bright spots on the premise of respecting their individuality? Positive reinforcement? Education is to see every little progress of students on the basis of recognizing and respecting differences, to discover the value of students with appreciation, to let students see their own bright spots, and to make students progress and grow every day. Everyone yearns for respect, affirmation, trust and care in daily life. What qualities do teachers want students to have? Then, you can say what qualities he already has. If he is constantly appreciated and affirmed, the students will become more and more excellent.

There is such a true story that a small town in America is poor and backward. There is not a decent teacher in the town, and several teachers who have been here before have not stayed. At this moment, another male teacher came. When he came to the school, he saw that the students were dirty and disorderly, rude, kept indoors, jumped out of the window in and out, and everything seemed uncultured. After a few days of classes, the teacher is preparing lessons in the classroom. Suddenly a student jumped in from the window with a whoosh, and the teacher quickly called him to his side, took his hand and looked at it, saying? Can I read your palm? . Look at it with dignity. Yo, young man, you have a nice palm. If I am not mistaken, you will be the governor of this state in the future. ? Students still don't believe it, so they ask. Really? Yes, I can't read it wrong. Young man, you should pay attention to your words and deeds now! ? Since then, the student has been strict with himself in every word and deed, just as the teacher expected, and even the way of walking has changed. More than 30 years later, in a governor election, the elected governor turned out to be a young man who was predicted to be the governor that year. When people from all walks of life and some famous reporters asked him how he felt, he excitedly picked up the receiver and said, let me tell you a story first. His teacher didn't really know how to tell fortune, but set him a beautiful goal and gave him great expectation and trust. What kind of expectations teachers give students largely determines the direction of students' progress.

In my teaching life, I have an experience that I will never forget: when I devoted myself to classroom teaching, I suddenly found one of my students sleeping at my desk with a hot forehead. Do you really want to? Clean up? He gave me a meal, but I calmly thought about it, walked over to him and whispered to him: You are so smart, and the teacher has always had high expectations and confidence in you. You must work hard! Don't let me down! ? Then, quietly back to the podium, the student listened to my words, immediately sat down and actively joined our class. I remember that he got 66 points in the first general chapter exam, and several other good students got 120 points. He has been feeling very uncomfortable. According to my usual observation, this student is really smart, but his foundation is a little poor. It is normal that he almost missed the comprehensive exam this time. Unexpectedly, he found me after school and cried for me to criticize him, saying that he had failed his teacher. My mind is very impulsive. I didn't expect him to be so motivated. I didn't criticize him. On the contrary, I found some shortcomings in his paper, encouraged him to be serious, rigorous and studious in his future study, and let him find confidence from it: especially the teacher did not give up on him. Since then, his math scores have been among the best. Actually, to tell you the truth, I just took over this class and I don't even know his name! It can be seen that appreciating students not only induces and encourages students to overcome difficulties and be positive, but also has a direct impact on the development of students' intelligence, morality and personality.

Second, a variety of interest in classroom teaching incentive methods

In the classroom teaching reform, teachers should first change their concepts and study the use of teaching materials; More importantly, we must reform the traditional teaching methods, combine the characteristics of the school, give full play to our advantages, further explore and study the classroom teaching mode of mathematics, and gradually form the characteristics of independent teaching.

Interest is a great potential power to stimulate learning. In teaching, when a student is interested in what he has learned, he will mobilize his full potential and study actively, actively and happily without feeling overburdened. In this regard, I have taken the following measures:

(1) Simplify complex problems from common problems in real life and things familiar to students.

The second volume of the ninth grade? Three views? In the teaching of this chapter, some complex three-dimensional graphics are hard to imagine. Before class, I carved a model with radish and sweet potato, so that students can solve problems in real objects, and then cultivate their spatial imagination, thus simplifying problems.

I'm in chapter seven? Possibility? At the same time, bring a simulated lottery ticket into the classroom, introduce the topic from the possibility of winning the lottery in life, and tell the students that the object of this chapter is the possibility of events. As for the topic of lottery, which everyone is interested in, students are naturally willing to learn about it and study with great enthusiasm. Let students really understand the value of useful mathematics.

(2) replacing abstract theoretical knowledge with vivid and interesting patterns and objects to stimulate students' enthusiasm for learning.

Compared with mathematical reasoning, students are more interested in intuitive and interesting patterns and objects. Explain chapter one? Graphics in life? Sometimes, I will bring many interesting pictures and objects into the classroom, so that students can realize that there are a lot of geometric figures in our daily life, and mathematics exists in our life. Learning mathematics can provide great help to solve problems in life, thus stimulating students' interest in further study. Explain chapter four? Graphic design? In the first class, I showed students many vivid geometric patterns, such as cactus, sailboat, house, bridge and so on, which aroused students' interest, understood the meaning and usage of symmetry, and realized the glory of the mathematical kingdom.

(3) Attract students with wonderful questions.

? Thinking always begins with asking questions. ? Classroom questioning is an important means to stimulate students' positive thinking, and teachers should be good at using attractive questions to stimulate students' interest. I'm explaining? Equation in the calendar? In the first class, I asked the students to circle three adjacent numbers in a vertical column on the calendar of one month and tell me the sum of these three numbers, so that I could guess what these three numbers are. This question suddenly aroused the enthusiasm of the students, who were eager to know how I guessed these three numbers, and their enthusiasm for learning was high. At this time, I told the students that we only need to list a simple equation to solve this problem. Students naturally became interested in the equations, happily accepted new knowledge and learned to solve problems.

(4) Attract students with math experiments and games.

There are a lot of experiments and games in the new experimental textbook, and I have made full use of these resources. These experiments and games let every student participate, find some inherent laws of mathematics and use them skillfully. They play middle school, while doing middle school, entertaining, and achieved good results. For example, when explaining the relevant knowledge of probability, the textbook sets up a ball-touching game to let students feel the possibility of an event through the ball-touching game. However, due to the limited class time, the number of experiments is limited to a certain extent, so I organized students to carry out a large number of experiments after class. Through these experiments, students have a clear preliminary understanding of probability, and have a strong interest in further study. A complex math problem can be solved easily.

(5) Attract students with vivid and interesting language and examples.

On the premise of strict logic, combined with the teaching content and students' actual level, vivid and infectious teaching language is adopted to stimulate students' interest in learning, thus improving the classroom teaching effect. A joke, a vivid sentence and an interesting example can give people a good daydream, and more importantly, it can stimulate students' interest in learning and enhance their confidence in overcoming difficulties and making progress. Like explaining? Point-to-point motion into a line, line motion into a plane? At that time, I took out a ping-pong ball and threw it into the air. It drew an arc. Then I turned on the ceiling fan in the classroom, and the ceiling fan slowly turned and gradually formed a surface. Then I said to the students, what's the difference? Point to line? And then what? Line moves to the surface? The students' interest was immediately aroused by me.

In addition, in teaching, I pay full attention to teaching students in accordance with their aptitude, and set questions with different difficulties for different students, so that students at all levels can experience the joy of answering questions correctly and the excitement of discovering laws, and fully encourage students with spare capacity to further explore and think, praise students' every progress, affirm students' new discoveries and new methods as much as possible, and promote them, so that students can experience success and experience the joy of success in their studies.

With the deepening of the curriculum reform experiment, as a member of the first batch of new textbooks, I feel more and more lucky: changing the concept of evaluation means understanding the importance of the ultimate goal of evaluation, not dividing students into three grades for labeling them; Instead, teachers should sincerely appreciate students, understand and study textbooks and explore various novel teaching methods. Give timely praise and encouragement through evaluation, cherish every effort of students, appreciate every creation of students and affirm every effort of students; Through evaluation and encouragement, let students know their strengths and weaknesses in the learning process, and promote and guide students to learn and develop better; At the same time, we should constantly change ourselves and enrich our teachers' quality in order to better participate in the experiment of curriculum reform and cultivate qualified talents in the new era.

Thoughts on how to write well the teaching of "Three Views": the original intention of design

"Three Views" is abstract and difficult to understand in teaching content, but "Three Views" is a common engineering language to express and exchange design ideas and schemes in industrial design. Students should not only learn to read three views, but also learn to draw simple three views, and in the future design practice, use three views to express their own design ideas and communicate design plans with others, so as to obtain comprehensive evaluation and optimize design plans. Then how to effectively teach this teaching content; As well as some problems often encountered in teaching, what solutions are available for reference, I conducted a tentative teaching practice.

1. Topic introduction:

Using the method of problem scenario setting: students like playing basketball, and measuring the surface area of basketball with a ruler is a problem that students usually don't think of or practice. This aroused students' curiosity and interest in solving problems. After the question was put forward, the students actively thought and came up with many ways. The key to solve this problem is whether the wall and the ground are vertical. The purpose is to open students' space imagination. Spatial imagination is an essential ability to learn, understand and draw three views. This is also my original intention of designing this problem scenario.

I think the design of the problem scenario has achieved the expected effect. Students are either whimsical or whimsical, and there are some measurement methods that I didn't think of beforehand. For example, deflate the basketball, flatten it into a semicircle, and measure the diameter of the basketball with a ruler. However, my handling and contingency measures for these unexpected links are still slightly inadequate. This is where I should improve and improve in the future.

2. The learning process and matters needing attention of the three views:

1) to learn the three views, it is necessary to establish the research direction, that is, the setting of the problem.

I typed out the question with computer pictures: how do three views clearly express the various surface shapes of objects? How to draw three views?

If students want to draw simple three views, they must study, study and solve problems seriously.

To understand why three views can clearly express the surface shape of an object, we must first know what three views are. What is the principle of three views? What is the law of projection between three views expansion and three attempts? What are the drawing steps? How to select the home view? These conceptual knowledge can be easily found by students through materials and textbooks. I think teachers should tell these conceptual knowledge word for word, even if they give quite a few examples of pictures and opinions, it is better for students to discover, discover, experience and understand themselves. That is to say, the study of "Three Views" should be based on the theory of self-study, and teachers should guide the practice of drawing and understanding drawings.

2) Teachers should give necessary guidance on learning methods when learning the "Three Views".

In the process of assigning tasks, I borrow the questions learned in this chapter and ask questions; Clear requirements, collect and process information and other methods to guide students to use existing materials for learning. The students easily got into the role.

3) The three views on learning require teachers to preset the methods and contents of students' learning effectiveness test according to the actual situation of students, give students a pertinent evaluation and make corresponding incentives.

In the teaching of this class, I didn't put the test questions in place, and I didn't explain some problems deeply enough. Therefore, we should strive to improve and perfect our professional quality and grow up as soon as possible.

I think different student groups, different teaching resources and different teachers have different problems. Only when there is a problem can there be a solution. Then, these solutions must be explored by all colleagues. Let's join hands and improve together.

How to write the reflection courseware of three-view teaching, simulate and show the abstract thinking process from different directions, make the understanding of concepts intuitive and easy to understand, make classroom teaching vivid and efficient, help accelerate students' cognitive process and cultivate students' spatial imagination ability. Due to the individual differences of students, homework is stratified to meet the diverse learning needs of students and make people of different levels have different development in mathematics.

Finally, I want to explain this lesson:

First, the explanation of cultivating spatial imagination ability is difficult to realize through passive listening and practice.

Therefore, this course creates many realistic and challenging problem situations for students, and sets up interlocking and step-by-step observation and experience activities that require students' thinking to be gradually abstracted and summarized, which fully mobilizes the cooperative activities of students' various sensory organs, guides students to observe, operate, compare imagination, discuss and communicate and feel experiences in sufficient time and space with the help of physical objects, geometric figures, pictures and courseware demonstrations, and allows students' spatial imagination to participate.

Second, about the overall design of this class.

(1) In terms of training objectives, this course strives to enable students at different levels to learn knowledge, master skills, master methods, form abilities, develop positive emotional experiences, and gain learning motivation for lifelong development.

(2) In terms of content design and presentation, this course strives to integrate knowledge, life, interests, activities, levels and education, so that students can learn in? Create a situation-explore experience-form a concept-explore painting-reflect and summarize? In the process of learning, doing and using mathematics.

(3) In terms of teaching methods and learning methods, this course strives to be the organizer, guide, cooperator and promoter of students' meaning construction, guiding students to explore independently, cooperate and exchange, and practice experience in rich situations, so that students can become the initiative of knowledge construction.

(4) In terms of teaching methods, this course strives to organically combine modern educational technology with learning tools and teaching contents, stimulate students' interest, help students imagine and understand, break through difficulties and improve teaching quality and efficiency.

(5) In terms of teaching evaluation, this course attempts to evaluate students from different angles and in different ways (such as self-evaluation, mutual evaluation and collective evaluation), and to evaluate different aspects of students at different levels (such as knowledge mastery, learning style, effort and participation).

The above is my thinking after the open class based on three views and sections. As far as the original intention of instructional design is concerned, I want to put? Open class? As? Question class? In this regard, ask questions and seek solutions and experiences. At the same time, I hope that all colleagues will take the open class as the carrier, raise the problems encountered in teaching, exchange and summarize the experience and achievements in teaching, and show less, then our teachers will grow rapidly and our subjects will be more perfect and developed.