"Understanding Corner" Lecture Notes

As a conscientious people's teacher, it is necessary to prepare a detailed lecture, which can effectively improve teaching efficiency. How can I write an excellent lecture? The following is the speech of "Understanding Corner" that I carefully arranged. Welcome to share.

Understanding Corner 1 Lecture Draft I, Design Concept

Everyone learns valuable mathematics, everyone gets the necessary mathematics, and different people get different development in mathematics, which reflects the integration of three-dimensional goals in practical teaching. Teachers' teaching is based on students' learning, starting from students' thinking reality, and stimulating students' desire to explore knowledge. Mathematical activities should abstract mathematical problems from concrete problems, analyze them in various mathematical languages, and solve them by mathematical methods, so as to acquire relevant knowledge and methods, form good thinking habits and awareness of applying mathematics, feel the joy of mathematical creation, enhance students' confidence in learning mathematics, or gain a comprehensive experience and understanding of mathematics. Students are the masters of mathematics learning. Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, help them master basic mathematical knowledge, skills, ideas and methods, and gain rich mathematical experience.

Second, the design ideas

"Understanding Corner" is the first lesson of Unit 7 "Understanding Graphics" in the second volume of Grade Two Primary School Mathematics published by Beijing Normal University. According to the new curriculum standard, the content of graphics is a process from "three-dimensional" to "plane" and then to "three-dimensional". The teaching of this course is based on students' initial understanding of geometric figures such as rectangles, squares and triangles. Teaching materials combine life situations to guide students to gradually abstract angular geometric figures from observing real objects in life. This lesson is to learn new knowledge from the activity of figure to angle, experience the process of abstracting plane figure from specific situation, understand the relationship between plane figure and simple geometry, and initially understand "angle is on figure" Through students' practical operation, we can deepen our understanding of diagonal lines, and students can master this part skillfully, laying a foundation for learning deeper geometric knowledge. The general requirement of the curriculum standard for the graphic part of this textbook is to know the angle, know the names of each part of the angle, and compare the angles.

In view of the above ideas, the teaching objectives of this lesson are determined as follows:

Cognitive goal: Let students know the angle in combination with the life situation, establish the correct representation of the angle, know the names of each part of the angle, learn to compare the size of the angle, and further understand the relationship between mathematics and life.

Ability goal:

Cultivate students' observation thinking ability and hands-on operation ability, and develop students' spatial concept.

Emotional goals:

Create life situations to stimulate students' interest in actively participating in mathematics learning activities.

According to the teaching goal, the focus of my teaching is to correctly find out the corners in life and plane graphics, and knowing the names of each part of the corners will compare the sizes of the corners.

Teaching difficulties:

The size of the angle is related to what.

Teaching methods and learning methods:

⑴ Observation: By observing the computer animation demonstration, highlight the important concept of "appearance of corners" and stimulate students' enthusiasm for learning.

⑵ Hands-on method, I feel that three sticks can pose many angles and develop students' concept of spatial imagination.

⑶ Generalization method, under the guidance of the classroom, can sum up the factors related to the angle in the process of cooperative communication and learning.

⑷ The teaching methods are situational teaching method, demonstration operation method and independent inquiry teaching method.

The concept of modern mathematics teaching requires students to change from "learning" to "learning". This course consciously creates a relatively free space from theorem discovery to theorem application, allowing students to actively observe, guess, discover and verify, and actively start, talk and think, so that students can form methods while learning knowledge. The whole teaching process highlights three points:

1. Pay attention to students' participation in the process of knowledge formation and experience the fun of applying mathematical knowledge to solve simple problems.

2, pay attention to the interaction and cooperation between teachers and students, classmates, * * * and improve.

3. Pay attention to the unity of knowledge and ability, so that students can master methods and use them flexibly while acquiring knowledge.

Third, the teaching procedure.

According to the knowledge structure of textbooks and the cognitive rules and development level of primary school students, in order to optimize the teaching process, everyone should learn valuable mathematics, reflecting the idea that mathematics comes from life and serves life.

I designed this teaching process:

The first link: introducing new lessons.

Introduce a new lesson from several previously learned graphs.

1, look at the alarm clock, the triangle ruler and the math book, say what figure you see and introduce the angle.

2. Look at the corner in the article in life and feel the special shape of the corner.

[Design Intention] Curiosity is a child's characteristic, and "interest is the best teacher". In order to let students feel the angle intuitively and vividly, try to understand the reality of students' lives, and thus stimulate students' interest in learning. First look for the corner in life and deepen the understanding of the corner. Show the angle of objects in life with courseware. In this way, through intuitive concrete objects, students have accumulated rich perceptual materials in observation, and their understanding of diagonal lines is from physical objects to semi-abstract. Then, students can touch all parts of the corner, and students can feel sharp vertices and straight edges. Then, students can touch the triangle with their hands to feel the special shape of the corner.

The second link: ask questions and explore together.

1. Show pictures of scissors, clock face and red scarf with courseware, and let students find out the corners and draw them independently.

2. Point out the corner where a classmate shows a picture in front of the computer and talk about how to draw it. The teacher painted the corner on the board.

3. Know the names of various parts of the corner, learn to write and read the corner, and talk about what the symbol of the corner looks like.

4. Through the above teaching, let the students have a certain understanding of the concept of diagonal composition, and then show the students the practice of "judging which corners are and which are not in the picture below" to consolidate this knowledge point.

【 Design Intention 】 With students' practical activities as the main line, students are guided to actively participate in and experience the process of knowledge formation and inquiry by skillfully using multimedia and closely connecting with their life experience and activity experience. Through hands-on operation, independent exploration, and cooperative communication, students have initially understood the angle under the coordination of various senses, and realized the diversity of problem-solving strategies in practice, and their spatial concepts and thinking ability have been developed. Students really become important participants and creators in classroom teaching.

The third link: in-depth exploration

1, courseware demonstration: two corners, guess: which corner is bigger and which corner is smaller?

2, the whole class exchange report, so as to summarize:

A, the size of the angle difference is obvious, in direct proportion.

B, the size of the angle is not obvious, the two corners of the vertex overlap, and one side also overlaps, and then compare or use a protractor.

Comparison of design intentions is one of the main ways to understand things, especially in geometry teaching, using comparison method can strengthen the connection and difference between shapes, improve recognition ability, and cultivate students' observation thinking ability and spatial imagination ability.

The fourth link: hands-on operation, research and discussion.

1. Take out the active angle and pull both sides of the angle to see what happens to the angle.

2. Collective report and exchange, summarizing A and two perspectives. The length of the side is different, but the angle is the same, and the size of the angle has nothing to do with the length of the side.

B, the size of the angle is related to the size of the openings on both sides, and the larger the opening, the greater the angle; The smaller the opening, the smaller the angle.

The design intention is in the part of comparative angle. I let each student practice the experience by hand, and let the students pull the two sides of the angle at will with the prepared moving angle, observe the change of the angle and discuss in groups. Encourage students to learn mathematics by "touching", so that students can practice and operate more, feel knowledge on this basis, and take the initiative to acquire knowledge.

The fifth link: expanding application

1, the number of angles in the statistical diagram.

2, hands-on operation, with three sticks can put a few angles.

3, expand and improve the problem, cut a corner of a square or rectangular paper, how many corners?

4. Use the pictures of nanpu bridge, Pyramid and CCTV News Building to educate students intuitively, so that students can feel the application of loudspeakers in real life.

The design intention focuses on the implementation of knowledge points and the consolidation of new knowledge. Strengthen hands-on practice, enrich students' perception, accumulate space concepts and form abilities. Actively arouse students' arguments, identify concepts and establish preliminary spatial concepts.

The sixth link: writing on the blackboard

In this lesson, I designed a simple blackboard writing, drew the angle, marked the names of various parts of the angle, their readings and comments, and related factors affecting the angle. Highlight the key points of this lesson.

This teaching design is a method to make use of students' existing life experience and on the basis of their preliminary understanding of diagonal, so that students can further explore and understand the characteristics of diagonal and compare the angles. Based on the above understanding, I established a student-centered inquiry learning method. Pay attention to the infiltration of mathematical thinking methods, promote the development of mathematical ability, make the classroom generate resources, and promote the development of teachers' educational wit.

Lecture Notes of "Understanding Corner" 2 I. Talking about Teaching Materials

1, teaching content:

Curriculum standard of compulsory education: the experimental teaching material of Beijing Normal University Edition, Mathematics "Cognition Angle", Volume II, Unit 7, Lesson 1, "Understanding Graphics".

2. teaching material analysis:

In life, many objects have a "corner", which students are quite familiar with. I also learned before class that most of their knowledge stays at "the edge or corner of an object, that is, the corner." These are all students' existing knowledge and experience, and they are also the starting point of this course. Choosing students' starting point correctly will have a positive impact on mathematics learning: on the one hand, it can cultivate students' positive learning attitude; On the other hand, it is also conducive to cultivating students to form a learning style characterized by communication and research.

3. Teaching objectives:

(1) Combining with the life situation, I realize that there are angles everywhere in life and understand the relationship between mathematics and life.

② Understand the angle intuitively through activities such as "seeing", "folding" and "comparing".

③ Cultivate students' hands-on operation ability.

4. Teaching emphases and difficulties:

Understand the angle intuitively through hands-on practice.

Second, oral teaching methods

"Mathematics Curriculum Standard" clearly points out: "Mathematics learning is the teaching of mathematics activities and the process of interactive development between teachers and students." Teachers' teaching and students' learning are an organic whole and inseparable. Teachers' teaching needs to be reflected by students' learning, and students' learning needs teachers' guidance. In this class, I changed the traditional teaching methods and left the process of acquiring new knowledge to the students themselves. The design of this class embodies the idea of taking student activities as the main line, and pays attention to providing students with the opportunity to "do" mathematics, so that students can experience mathematics in the learning process. According to the needs of optimizing classroom teaching, the teaching materials should be properly processed. According to the teaching requirements, starting from the students' reality, according to the students' age characteristics and cognitive rules, let the students be familiar with the teaching situation, and encourage every student to take an active part in the learning process of mathematics. In the whole process, I pay attention to give full play to students' subjectivity and leave enough time and space for students. The whole teaching process can be roughly divided into three stages: asking questions, exploring questions and solving problems. The process of problem solving is a process of all-round development of students' attitude, emotion, values and learning ability, which can stimulate students' enthusiasm for learning, give play to their intelligence and develop their creative thinking, thus embodying the student-oriented concept of "doing before learning" and achieving the teaching effect of "teaching less and learning more" and "doing nothing".

Third, theoretical study.

Suhomlinski believes that teaching is to give students the ability to acquire new knowledge with the help of existing knowledge, and it can become a thinking activity. With the rapid development of contemporary new knowledge and technology, students can master the correct learning methods in order to learn something, draw inferences from others and benefit for life, and achieve the goal of "teaching is for the ultimate non-teaching". Therefore, this course mainly guides students to learn new knowledge through migration. For example, I will first find the corner in the scene map, say the corner I see in my life, then find the corner on the desk, and finally draw the corner on the blackboard according to the student's report. And in the future practice, deepen the understanding of the angle and complete the learning task of this lesson.

Fourth, talk about teaching procedures:

In this class, I designed seven teaching links: one is to understand the starting point of students' learning and stimulate their interest; The second is to abstract the angle from the physical object to enrich the students' perception; The third is to establish a correct representation of the angle by observation and discussion; The fourth is to find the corner in life and consolidate the understanding of the corner; Fifth, hand-made corners to deepen the understanding and understanding of diagonal corners; Sixth, compare the angles to develop students' thinking; Seventh, design comprehensive exercises to improve students' ability.

(A) to understand the starting point of students' learning and stimulate the introduction of interest.

At the beginning of class, we can intuitively perceive the "corner" through the activities of "touch, guess and have a look".

Students like this kind of activity, which can not only stimulate their existing knowledge and experience, but also stimulate their enthusiasm and enthusiasm for learning, and build a bridge between real life and abstract mathematics for students to continue learning.

(B) from the abstract point of view of real things, enrich students' perception.

One of the main goals of this lesson is to guide students to gradually upgrade "the corner in life experience" to "the corner in mathematics". Therefore, on the basis of arousing students' existing experience, these angles are abstracted through a dynamic process, and students can perceive the image of "angles" in mathematics through careful observation.

These "mathematical angles" are different from students' "experience angles", which will also produce a cognitive conflict in their psychology, and it is this conflict that will inspire students to devote themselves to comparison and discovery with higher enthusiasm.

(3) * * * Use observation and discussion to establish a correct representation of the angle.

Through a series of activities just now, the students have initially established the image of horns, and then we arranged for timely observation, comparison and discovery, and organized students to discuss: "What are the similarities between these horns?" Guide the students to get the names, vertices and edges of each part of the angle. Step by step, guide students to establish a complete representation of an angle in their minds, with a vertex and two sides.

Then design "judgment" exercises in time, deepen the understanding of diagonal essential features again through identification and reasoning, and guide students to deepen their understanding of diagonal essential features through various ways of participating in experience.

(4) Find the corner of life and consolidate the understanding of diagonal.

Because students have formed a correct representation of the angle, in order to deepen the understanding of the characteristics of the diagonal, we arranged an experience activity of "finding, touching and speaking" to let them find the corner around them. Through the process of pointing and touching at the same table, they can not only deepen the understanding of the characteristics of the diagonal, but also enable students to apply their learned mathematical knowledge to real life and experience the close relationship between mathematics and life. In the process of class communication,

(5) Make corners by hand to deepen the understanding and understanding of diagonal corners.

"Make a corner with your hands" is a colorful part of this lesson. Here, students are provided with a lot of materials, which they can use to make a corner. When students start activities, teachers participate in students and collect useful information in time to serve teaching. Some students have done more than one corner of a material, and the teacher praised and encouraged them in time. This process is also a demonstration of students' thinking level, and also sees the sparks of children's multi-faceted thinking flashing in the classroom.

(6) Develop students' thinking from a comparative perspective.

On the basis of students' initial perception of the size of the angle, the link of "comparing the size of the angle" is designed. Here, pay attention to let students describe the contrast method in their own methods and languages. Through effective guidance and summary, teachers can improve students' methods in time and cultivate students' thinking ability and level. Judging from the teaching situation, children's comparison methods are many and creative, from which we can also find the openness and hierarchy of students' thinking.

(7) Design comprehensive exercises to improve students' ability.

After a variety of activities, students have accumulated a correct understanding of the diagonal. Finally, we designed three levels of comprehensive exercises to arouse students' higher-level thinking. These three levels of exercises have collided with students' thinking and improved their thinking level. The design of the whole class guides students to actively participate in and experience the process of knowledge formation and inquiry by connecting their life experience and activity experience. Pay attention to creating a space for students to explore independently. Through the activity process of "touching, seeing, pointing, doing and comparing", students can get a preliminary understanding of the angle with the coordinated participation of various senses. Advocating the combination of independent thinking and cooperative inquiry, students realize the diversity of problem-solving strategies through various forms of display and communication, which not only develops the thinking of seeking differences, but also deepens their understanding in communication.

Lecture Notes of "Understanding Corner" 3 I. Talking about Teaching Materials

The content of my lecture today is the first lesson "Understanding Corner" of Unit 6 "Understanding Graphics" in the second volume of Grade Two Primary School Mathematics published by Beijing Normal University. As we all know, angle is a very important basic knowledge in the field of mathematics "space and graphics". The characteristics and properties of many plane graphics are often described by angles, and visible angles are widely used in our lives. This lesson is based on students' initial understanding of rectangles, squares and triangles. Combining with the life situation, the teaching materials guide students to start from observing the real things in life, gradually abstract the geometric figures of angles, and deepen their understanding of diagonals through students' practical operations. Students can master this part of the content skillfully, which will lay a foundation for students to further understand corner kick.

Second, the analysis of learning situation

For students, before they know the angle, they already have perceptual experience about it. However, the cognitive law of junior students is mainly figurative thinking, and their abstract thinking ability is low. This part of the content is abstract and unacceptable for second-year students. In order to help students better understand the angle and form the appearance of the angle. I have designed some math activities that are close to students' life, so that children can know and discover angles through independent thinking and cooperative exploration in practical activities, so as to feel that there are angles everywhere in life.

Third, teaching objectives and difficulties

According to the requirements of Curriculum Standards and the characteristics of teaching materials, combined with the actual life and age characteristics of students, I have determined the following teaching objectives:

1, combined with the life situation, I feel that there are corners everywhere in my life, and I realize the close relationship between mathematics and life.

2. By touching, watching, building, drawing and comparing, let students know the angle intuitively and feel the size of the angle.

3. Let students experience the process of discovering and understanding angles from reality, establish a preliminary concept of space and develop innovative thinking.

Because students' understanding of diagonal is only in the perceptual stage with the help of physical objects, they lack systematic understanding of diagonal. Therefore, I have determined that the teaching focus of this class is to let students know the diagonal initially. The difficulty in teaching lies in guiding students to explore what the angle is related to.

Fourth, teaching methods and learning methods.

In the teaching of this class, I strive to achieve the best combination of teaching methods and learning methods, so that all students can participate in the process of exploring new knowledge. In the whole classroom, methods such as observation, operation, demonstration and discussion organically run through all aspects of teaching, so that students can deepen their experience, master knowledge and form skills through practical activities such as touching, watching, building, drawing, playing and comparing. And give full play to the advantages of multimedia, attract students' attention through vivid teaching methods, and print external and internal invisible angles in their minds, thus further mobilizing students' interest in learning.

Teaching process of verbs (abbreviation of verb)

In order to realize the above teaching ideas, I made the following design:

(A) the creation of situations, the introduction of new courses

By creating situations, students are eager to know the relevant knowledge of corners in a pleasant atmosphere, and at the same time feel the fun of learning mathematics.

1, initial perception angle

Teacher: This is a triangular ruler. (showing a triangular ruler) Is there an angle on it? (Yes) (Pointing by name) (The way the teacher points out)

Teacher: Hold out your right hand and point to the teacher.

Teacher: Let's touch the horn again. What angle are you touching? (and experience: the edge of the corner is straight, and the top vertex is sharp. )

Teacher: Can you find other corners on the triangle ruler? The same table points at each other.

2, abstract geometric angle (show courseware)

Teacher: Who can find the corners in these objects? Students point one by one.

Teacher: If these physical corners are removed, they will become the following figures. (abstract corner)

Teacher: Some figures like this are called corners.

Step 3 go for a ride

Make a corner with your stick and judge each other at the same table.

(2) Explore new knowledge

1, the name of each part of the angle.

Teacher: The teacher drew a corner. Let's have a look. (Show courseware)

(1) The sharp place is called "vertex" (blackboard writing).

Straight, we call it "edge" (blackboard writing)

How many vertices does an angle have? How many sides? (blackboard writing: one vertex, two sides)

(2) Introduce the notation and pronunciation of angles.

Introduce the symbols and pronunciations of angles through naming. )

Step 2 draw corners

Teacher: Do you want to draw a corner yourself? Mark the corners you draw with vertices and edges. (Instruct the teacher while watching) Let the students mark the corners in the figure, consolidate their understanding of the diagonal line, and make clear the memory and reading method of the corners.

3. Pay attention when drawing corners: draw vertices first, then draw edges.

Understanding corners is the focus of this lesson. When designing, I think that if students want to master the knowledge about corners better, the key is to attach importance to students' hands-on operation. In this link, I designed four math activities: touch, find, build, draw and practice. Let students accumulate rich perceptual materials in specific operations and understand diagonally from physical abstraction to graphics. Deepen students' rational understanding of diagonal lines.

4, hands-on operation, compare the size of the angle.

It is the difficulty of this lesson to explore what the angle is related to. In order to break through the difficulties, I made the following design: let students open the active angle and feel the process of transition from static angle to dynamic angle. Students can not only feel the size of the angle, but also feel that the size of the angle is related to the size of both sides of the angle. Then compare the moving angles to see which angle is larger. Through conjecture, demonstration and verification, it is concluded that the size of the angle has nothing to do with the length of the side, but with the size of the forks on both sides of the angle.

(C) practical application, consolidation and improvement

After a variety of activities, students have accumulated a correct understanding of the diagonal. Finally, I designed four levels of comprehensive exercises to arouse students' thinking by going up one flight of stairs. Through these four levels of practice, the children successfully completed the teaching objectives of this lesson.

1, basic exercise: judge the angle and count the number of angles in the graph. Interspersed in examples and exercises after completion.

2, hands-on practice, the size of the activity angle.

3, expand and improve the problem, cut a corner of a square or rectangular paper, how many corners?

(4) Summary and evaluation: What have you gained from this class?

Let the students say it themselves and summarize the key contents with courseware.

This lesson focuses on the implementation of knowledge points and the consolidation of new knowledge. Strengthen hands-on practice, enrich students' perception, accumulate space concepts and form abilities. Actively arouse students' interest, identify concepts and establish preliminary spatial concepts. Mathematics connects with life, mathematics returns to life, and solves practical problems, thus achieving the ultimate goal of mathematics learning.