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最新二年级东南西北教学设计 三年级数学东南西北教学设计(二十二篇)

格式:DOC 上传日期:2023-03-23 16:49:07
最新二年级东南西北教学设计 三年级数学东南西北教学设计(二十二篇)
时间:2023-03-23 16:49:07     小编:zdfb

在日常学习、工作或生活中,大家总少不了接触作文或者范文吧,通过文章可以把我们那些零零散散的思想,聚集在一块。相信许多人会觉得范文很难写?这里我整理了一些优秀的范文,希望对大家有所帮助,下面我们就来了解一下吧。

二年级东南西北教学设计 三年级数学东南西北教学设计篇一

活动一:分清左右

今天姚老师非常高兴来和小朋友一起上课,让我们一起来玩个游戏,看看谁的反应快。听口令:伸出你的左手,伸出你的右手,女生请高高举起你的右手,男生举起左手。

看来我们班的小朋友非常聪明,一定能学好这一课。

活动二:揭示课题

师:你知道今天有哪只小动物也来上课吗?

生:喜洋洋。

师:刚怎么没找到啊!

生:因为喜洋洋在我的后面

师:请你向后转,现在喜洋洋在你的哪面?

生:在我的前面。

师:今天我们要学个新本领,说说喜洋洋所在的方向。(板书课题:认识方向)

活动三:教室中认识东南西北

师:今天懒洋洋也想和小朋友一起上课,可他迟到了。原来贪玩的懒洋洋在来的路途中跑到野外去了,不知不觉迷失了方向,这可怎么办呀?还好有太阳帮忙,瞧!它来了。

师:小朋友,你知道太阳是从哪里升起的吗?

生:太阳从东方升起。

师: 在我们教室中喜洋洋所在的位置就是教室的东面。太阳就是从东面升起来的。(手势)你还知道哪些方向?

生:南、西、北

师:灰太狼和红太郎偷偷地跟进了教室,灰太狼埋伏在教室的南面等待着抓懒洋洋,红太郎在对面等待着。

师:谁愿意帮老师把西,北两个方向的卡片贴在教室相应的位置上,请选择一张贴一贴。这两位小朋友在贴的时候其他小朋友要睁大眼睛看,看他们贴得对不对。

师:谢谢你们,现在请小朋友仔细观察我们的教室,说说那只小动物在教室的东面?南面,西面,北面各有什么?(教师边指边提问。)

活动四:通过体验感知分辨东南西北的方法

师:懒洋洋还有个难题,它经常搞不清东南西北,有没有什么好办法让很快地分清东南西北呢?

1.请小朋友面向东起立,向右转面向哪?(南)再向右转面向西,继续向右转面向北,再向右转面向东。

下面老师要考考大家,闭上双眼,站在原地不要转,看看谁的记忆力最好,东向右转面向哪面?向右转,睁开眼看一看继续闭上眼。······

2.师:你发现了什么?

生1:东南西北是按顺序排列的

生2:不论面向哪,喜洋洋的位置没变,一直在教室的东面·······

生3:面向东,右手指向南;面向南,右手指向西;面向西,右手指向北;面向北,右手指向东。(板书)

师:你发现面对的方向和右手的方向有什么关系?(按照东南西北的顺序,面对的方向往下数一个就是右手的方向。)

(师生对口令)东往下数一个是?南往下数一个是?西呢?北呢?

3.师:太阳从东方升起,从哪里落下?

生1:太阳从东方升起,西方落下。

师:东、西是相对的两个方向。还有……南、北是两个相对的方向。

4.练习。

①当我面对北时,我的后面是( ),我的右面是( ),我的左面是( )。

②我们小朋友现在面向西,能说说其他三个方向的位置吗?知道的小朋友马上和同桌说一说。

师:小朋友想的办法又好又多,现在懒洋洋知道怎么来辨别方向了。谢谢你们。

活动五:

师:懒洋洋明白了,可我们的小华在自己房间了犯糊涂了,得请大家帮忙,瞧,这是他的房间。

二年级东南西北教学设计 三年级数学东南西北教学设计篇二

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二年级东南西北教学设计 三年级数学东南西北教学设计篇三

本课的教学内容是人教版义务教育课程标准实验教科书三年级下册《认识东南西北》。学生在日常生活中对东、南、西、北等方向的知识已经积累了一些感性的经验,并通过第一学年的学习,已经会用上、下、左、右、前、后描述物体的相对位置。本课在此基础上,使学生学习辨认东、西、南、北四个方向,初步建立空间概念,为进一步学习东南、东北、西南、西北奠定基础。

学生在此之前已经掌握了前后上下左右等方向,并能用这些方向词描述物体的相对位置,这为本节课的教学奠定了知识基础。但是学生在面对地图时,对东南西北的辨认就有一定困难了,因此本节课的学习就要让学生充分利用好已有知识,调动他们全面参与新知的发生发展和形成过程。

(一)、知识与技能目标:

在现实情景中体会并区分东、南、西、北四个方向,能用简单的词语描绘物体所在的方位。实践活动中,根据给定的一个方向,正确辨别其他的三个方向。知道地图上的东、南、西、北四个方向。

(二)、过程与方法目标:

经历在熟悉的生活环境中找出东、南、西、北四个方向,发展学生的方向感,掌握辨认方向的方法。

(三)、情感态度价值观目标:

培养辨认方向的意识,发展学生的空间观念,体验数学与现实生活的密切联系。

(一)、重点:辨认东、南、西、北四个方向,并能用这些词语描述物体所在的方向与位置。

(二)、难点:在指定的环境或图中用东、南、西、北描述物体所在的方向与位置。

“东、南、西、北”字牌各一张、课件。每个学生一张图纸。

(一)、谈话激趣,导入新课。

1、回顾以前所学儿歌:“早上起床上学去,面向太阳,前面是东;后面是西;左面是北;右面是南。”从儿歌中,让学生知道太阳从东方升起,西方落下。

2、揭示课题:认识东南西北

(二)、合作研究,探讨新知

1、初步认识东南西北。

以小组为单位议一议,介绍辨别方向的方法。根据学生的讨论,教师总结:

(1)、看太阳辨别方向,太阳升起的一方是东方。面向太阳,前面是东,后面是西,左面是北,右面是南。

(2)、用指南针辨别。红色指针指向北,另一头指向南。

2、初步体验东南西北。

游戏:听口令做动作。

(1)、请坐在教室东边的同学起立,我们一起跺跺脚;请坐在西边的同学起立,我们一起拍拍手;请坐在南边的同学起立,我们一起拍拍肩;请坐在北边的同学起立,我们一起挥挥手。

(2)、请生提出问题,以增加游戏的难度。如:请面朝东的同学坐下;请面朝西的同学摇头等。

(3)、指名学生到台前做动作。

(4)、学生喊口令,教师做动作。

(5)、引导小结。

通过上面的学习活动,同学们已经学会了辨别东南西北这四个方向,那么,同学们知道这四个方向的排列规律吗?(东和西相对,南和北相对。且这四个方向是按顺时针方向排列的)

(三)、活动体验,学习新知

1、引导操作,制作学校平面图。

(1)课件展现美丽的校园,让学生介绍自已的校园。

(2)要求以操场为中心,说说操场的东、南、西、北四个方向上分别有些什么景物和建筑?

(3)动手制作:校园平面图。

2、看一看,说一说,学校操场的东南西北面各有什么建筑物?

3、在学生描述的基础上,确定操场四个方向的主要建筑物,并让每个学生完成校园示意图。

教师总结时,学生会通过前面的游戏,总结出东与西相对,男与北相对。学生可能会提问:为什么老师一会儿在东,一会儿在西,一会儿在南,一会儿又在北呢?

通过制作校园示意图,学生慢慢会发现我们的地图通常是按上北下南,左西右东来绘制的。

通过学生的动手操作,培养他们团结合作的精神,并从中总结出规律。

(四)、巩固练习。

1、练习一第一题。

2、第三页例一,让学生想像自己想小明那样站在操场中间,完成例一中的填空。

3、完成下列各题。

(1)、早晨,太阳在东方,面向太阳时,前面是( );后面是( );左面是( );右面是()。

(2)、地图通常是按上( )下( );左( )右( )来绘制的。东与( )相对;南与()相对。

(3)、鹅猫猴鸡

a、鸡在猴的( )方;猴在鸡的( )方。

b、猫在鸡的( )方;鸡在猫的( )方。

c、鹅在猴的( )方;猴在鹅的( )方。

通过练习,加强巩固新知,并组织学生到黑板上板演,过程教师巡视指导,发现错的要及时纠正。

(五)、全课总结,拓展延伸。

这节课你们学了什么知识?学得开心吗?回家后,请同学们用今天所学知识介绍一下,你家的房子或你的房间的东南西北面各有什么?写成一篇日记。

(六)、板书设计

第一课时认识东、南、西、北

早上太阳在东方

面东、背西、左手北、右手南

东西相对,南北相对

(七)、课后反思:

通过本节课的学习,学生积累了有关位置知识的感性经验,能通过一些条件能确定物体的位置。本节课是这个单元的第一课,喜欢并学好这节课十分重要。在解决确定物体的位置这个问题的过程中,当出现学生在描述物体位置时只根据方向或距离其中一个条件时,我及时组织学生进行讨论:怎样说才能更准确呢?学习空间与图形知识,要注意引导学生在具体情境中发现、探索、进行实际操作,这样才能掌握这方面知识。我认为学生创设实际活动情境,让学生在实践活动中经历认识方向的过程是非常重要的。

二年级东南西北教学设计 三年级数学东南西北教学设计篇四

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二年级东南西北教学设计 三年级数学东南西北教学设计篇五

北师大版义务教育课程标准实验教材小学数学第三册第58、59页的内容。

1.使学生会在实景中辨认东南西北,并能运用这些词语来描绘物体所在的方向,培养和发展学生的空间观念。

2.在具体的情境中,给定一个方向(东、南、西、北),学生会辨认其余的方向。

3.知道地图上的方向,会看简单的路线图。

4.能够应用所学知识解决交通、地理以至现实生活中的数学问题。

使学生能够在具体情境中、地图上正确辨认东、南、西、北这四个方向,进而在现实生活中正确地辨认周围事物的方向。

教具、学具准备

主题画、多媒体课件、附页2中的方位图。

1.出示主题画,揭示课题:

师:请同学们仔细观察这幅画,画上的小朋友在哪儿上课?老师向他们提出了一个什么问题?这节课我们一起来学习辨认方向。

师:你们喜欢去操场上课吗?下面和老师去操场认识东、南、西、北,请各小组的记录员带上纸和笔,待会儿比一比,看哪组记录得最清楚。

2.组织学生有序进入操场。

1.实地感受。

师:你们谁知道,太阳每天从什么方向升起?又从什么方向落下?

生:我知道,太阳每天东升西落。

师:对,你回答得真好。早晨当我们面向太阳时,前面是东,后面是西。

(各小组记录:早晨面向太阳,前东后西。)

2.启发思考。

师:那“北方”和“南方”又是怎样确定的呢?

生1:我从电视中知道,北极星在北方,可是要等到晚上才能知道“北边”。

生2:我看地图知道,上北下南,左西右东,现在是前东后西,那……左边就应该是北,右边是南。

师:你们知道的还真多呀,大家听懂了吗?

记录:前东后西、左北右南,或上北下南、左西右东。

3.小组合作。

师:下面请各小组将操场上的景物选好定位。

如,(站在篮球场上)乒乓球台在东,升旗台在西,大樟树在北,体育器材在南。

各小组用自己喜欢的符号标注物体,作好记录,填在附页2中并标明方向。

(再组织学生回到教室)

1.展示作品。(将各小组的记录纸放在展示台上)

当学生看到自己的作品时,惊奇地发现,为什么同样的景物在各小组的记录中所标注的方位却不同呢?

2.讨论交流。

生:这是因为在操场上各小组活动时,选择物体所处的位置不同,记录的方位也就不同。

师:各小组标注的是同一物体,方位却不相同,这样别人就看不懂,要想使别人了解我们学校,知道各景物所处的准确位置,就应该有一个统一的标准。也就是在平面图中要规定上北下南。如地图就是按“上北下南,左西右东”来绘制的。

请各小组按这个规定,重新修改自己的记录。(对完成好的小组进行表扬)

3.实现迁移。

师:在实际生活中,你们还知道哪些好方法能帮助我们辨认方向吗?(根据学生的回答,及时出示相关课件)。

生1:我家的阳台在南,我只要背向阳台,就知道前(上)北后(下)南、左西右东。

生2:奶奶告诉我,向日葵始终面向太阳,看到向日葵,即使是阴雨天,我也能辨认方向。

生3:我爸爸在地质队工作,知道指南针永远指向南方,这时我就能辨认其他方向了。

生4:我还知道,夜晚的星空中,北斗七星总是高挂在北方的天空。

……

4.体验成功。

(1)p.58“填一填”要求不看记录纸,按书上规定的方向,将刚才在操场上看到的各个方向的景物填在书上的方位图中,然后用“东、南、西、北”各说一句话,将各景物所在的方位告诉你的同伴。

(2)p.59第1题:分别请几名学生站在教室门口面向太阳,辨认其他方向。

(3)同学们喜欢做游戏吗?(第2题)两人一组,我说你做:

分组游戏:一人指挥,另一人根据指示辨别方位做动作。

(4)第3题指挥交通。(课件出示)

大家玩的游戏很有趣,现在动物学校门前的十字路口发生了交通堵塞,看黑猫警长赶来指挥交通了:“大家听我口令:得数大于10的朝北走,其余朝西走”可是不管它怎么喊,这些小汽车还是走乱了,依然很拥挤,这是怎么回事呢?原来是有的司机分不清方向,你们愿意帮忙吗?

1.今天你们知道了些什么?还有不明白的地方吗?

2.p.59第4题及实践活动:运用今天所学的知识,解决生活中的实际问题,回家后把你的想法说给爸爸、妈妈听,明天再告诉大家,好吗?

设计意图:“东、南、西、北”和“上、下”这些描述物体相对位置关系的词汇,严格地讲属于自然、地理的范畴,并不属于数学研究的范围。但现在考虑到各学科的整合,将这些内容放在低年级的数学教材中应该是有益的,因为小学生在现实中辨认东南西北比在地图上进行辨别要困难得多,这对二年级学生来说具有一定的难度。因此,在实际教学中,一定要借助学生已有的生活经验,创设现实的活动情境,提供探索、体验的机会,让所有学生都能积极参与到活动中去。课的开始安排部分学生到操场上去观察、感受、辨认,并把在不同方向看到的景物说一说,记一记,获取最直接的感性资料,为正确判断方向打下基础;回到教室后,引导学生整理记录,实现知识的迁移,将实际体验上升到理性思考:如何根据周围景物正确辨认方向?同时开展一些游戏活动,有利于提高学生的学习兴趣。

二年级东南西北教学设计 三年级数学东南西北教学设计篇六

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二年级东南西北教学设计 三年级数学东南西北教学设计篇七

1、知识与技能目标:结合具体情境,使学生认识东、南、西、北四个方向,能够用给定的一个方向辨认其余的三个方向,并能用这些词语描述物体所在的方向。

2、过程与方法目标:在辨认、描述、交流物体所在方向等数学活动中,体验生活中需要用到方位的知识,探索辨认方向的方法,培养学生辨认方向的意识,发展学生的空间的观念。

3、情感与态度目标:能够积极参与辨认、描述、交流物体所在方向的数学活动,并在活动中体会方位知识的作用和价值,感受方位知识与日常生活的密切联系。

能根据自身方位辨认东、南、西、北四个方向。

体会东、南、西、北四个方向之间的关系。

写有东、南、西、北的标牌各一张,校园平面示意图记录纸每人一张。

一、激疑导入

为了学生能够很好的认识生活中的东、南、西、北,课前让学生把课桌分四周排列,中间空一场地。

1、请一名学生站在正中间,面向东说一说,他的前、后、左、右分别是哪一组?然后,依次面向南、西、北说一说,他的前、后、左、右分别是哪一组?

2、为什么第一组有时在他的前面,有时在他的后面,有时在他的左面,有时在他的右面呢?

3、有没有更好的方法来描述这四个组的位置与方向呢?今天我们就一起来认识东、南、西、北。

[设计意图]:让学生在已有的生活经验中体验,利用前后左右来辨别方向是有一定局限性的,这样为了有一个统一的标准,就自然而然引出了东、南、西、北四个方向。

二、探究新知

1、初步认识东、南、西、北

(1)教师站在正中间,拿出东、西、南、北的标牌。提问:你们每个小组有没有办法知道自己的那一组应该拿哪一张标牌,说说你们是怎么知道的?

(2)学生分组讨论,并根据已有的生活和知识经验进行判断,如:太阳从东边升起,从西边落下;小时侯学过的辨认东、南、西、北的儿歌……。遇到困难时,教师给予启发和帮助。

(3)各组汇报讨论结果,并说说是怎么知道的?在各组明确自己的方向后,把标牌放在各组的面前。

[设计意图]:学生通过回顾已有的生活经验来解决问题,关键是让学生明确生活和数学是息息相关的,生活离不开数学,数学又来源于生活。

2、初步体验东、南、西、北

(1)请一名学生站在正中间,指一指东、南、西、北四个方向后,面向东说一说,他的东、南、西、北面分别是哪一组?然后,依次面向南、西、北说一说,他的东、南、西、北面分别是哪一组?

(2)刚才,我们面向不同的方向,用前、后、左、右描述了四个小组的位置。现在,我们还是面向不同的方向,用东、南、西、北描述了四个小组的位置。有什么不一样吗?

[设计意图]:让学生体会到:无论面向哪个方向,东、南、西、北是确定的,前、后、左、右会不断发生变化。所以要想明确的表示方向我们要选择东、南、西、北来表示方向。

3、在游戏中辨认东、南、西、北

教师站在正中间,带领学生做游戏下面的游戏:

(1)东面的小组拍拍肩,南面的小组抬抬腿,西面的小组弯弯腰,北面的小组点点头。

(2)所有小组面向东,指一指、说一说前、后、左、右分别是哪个方向?

所有小组面向南,指一指、说一说前、后、左、右分别是哪个方向?

所有小组面向西,指一指、说一说前、后、左、右分别是哪个方向?

所有小组面向北,指一指、说一说前、后、左、右分别是哪个方向?

(3)你们发现东、南、西、北这四个方向之间有哪些有趣的关系?

1从东开始,按顺时针方向依次为东、南、西、北。

2东与西相对,南与北相对。

(4)教师把东、南、西、北的标牌收起来,请学生站在正中间,并蒙住他的眼睛转三圈,然后告诉他面向的是哪一个方向,让他指出其余的三个方向,其他同学当裁判。

[设计意图]:让学生在游戏中感受、体验不同的方向和由于所占位置不同,方向不变的道理。

4、绘制校园的示意图

(1)看一看、说一说,学校操场的东、南、西、北面各有什么建筑物?

(2)在学生描述的基础上,确定操场四个方向的主要建筑场,并让每个学生完成下面的校园示意图。长方形中填写主要建筑场,正方形中填写相应建筑物的所在方向,学生可以面向东、南、西、北的任一方向填写。

(3)收齐学生的校园示意图,把全班学生带回教室。

[设计意图]:为了后面学习地图上的方向打下基础,学生完成作品后,事先不给于任何评价,在交流的时候学生只要说得合理即可,特别是不能对方向的确定做任何评价,以免和这节课学习的生活中的方向混淆了。

三、方法运用

说一说,你家的东、南、西、北四个方向都有些什么?

四、课堂检测

检测a

1、你的东、南、西、北四个方向都是谁?

检测b

答案见课件。

五、小结

今天学会了什么?怎样辩认东、南、西、北?

二年级东南西北教学设计 三年级数学东南西北教学设计篇八

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二年级东南西北教学设计 三年级数学东南西北教学设计篇九

义务教育课程标准实验教科书三年级下册第2页例1。

1.通过生活情境和学生的生活经验,让学生辨认东、南、西、北四个方向。

2.在东、南、西、北中,给定一个方向(东、南、西或北)辨认其余三个方向,并能用这些词语描绘物体所在的方向。

3.借助现实的数学活动,培养学生辨认方向的意识,发展空间观念,体验数学与现实生活的密切联系。

会在实景中辨认东、南、西、北,给定一个方向(东、南、西或北)辨认其余三个方向,并能用这些词语描绘物体所在的方向。

1.同学们,我们已经学过了前后左右。除了前后左右,你还知道哪些方向?

2.同学们的生活经验可真不少!今天我们就一起来研究东南西北这四个方向。

1.你们知道每天早晨,太阳是从哪个方向升起的?(东)

你能用手指一指东面吗?

请你向后转,再指一指,东面在哪?再请你向右转,东面在哪?

同学们,你们发现了什么?

——不管我们怎么转,东面的方向永远不变。

看来东面的位置是确定的,不会随着我们身体的转动而变化的。

板书:东

2.东面知道在哪了,那另外三个方向呢?谁知道?为什么?

——右边是西,因为太阳从东面升起,从西面落下。

——一般我们的房子都会朝南,因为那样阳光特别好。

它们会变吗?板书:西南北

3.这里有一首儿歌,可以帮助我们分清东南西北。一起来读一读。

出示儿歌:

早晨起来,面向太阳。

前面是东,后面是西,

左面是北,右面是南。

指一位同学面朝东,一边用手指着方向一边读儿歌。

我们一起转一下方向,边指边说。

4.请同学们仔细观察一下教室,教室的东南西北四面分别有什么?请你找一找,再和同桌说一说。指生反馈。

1.刚才我们认识了东南西北,但有时候我们还是会分不清。李老师也经常分不清东南西北,你有什么好办法?

先自己想一想,也可以站起来转一转,找一找,然后把你的好方法先悄悄地告诉你的同桌。

2.教师巡视并收集好方法。

3.反馈:

预设:

——太阳升起—东;太阳落下—西

引导:东和西相对,南和北相对。板书:东—西,南—北

再闭上眼睛想一想。

——先面向东,记住儿歌,左边是北,右边是南。

引导:

——东向右转是南,再向右转是西,再向右转是北,再向右转又是东。

真的吗?你转一转。

看来东南西北是有一定顺序的。你发现这个顺序和谁的运动方向是一样的?(钟面上的指针,顺时针方向)

利用这个规律,我们只要知道一个方向,就能找到它右边的方向是吗?

现在我们增加难度,只想不转,告诉我们面朝的方向,我们是否能马上能说出右手的方向?闭上眼睛:

我面朝东,右边是()。

我面朝南,右边是()。

我面朝西,右边是()。

我面朝北,右边是()。

再增加难度,打乱顺序,你还行吗?闭上眼睛:

我面朝西——

我面朝东——

我面朝北——

还增加一个难度,你行吗?

面朝南,那你知道你的后面、左面、右边分别是什么方向吗?你是怎么想的?

——

面朝南呢?

4.小结:大家都玩得很不错。看来,只要给我们其中一个方向,我们就可以确定其它三个方向。真了不起!

1.体验相对关系。

(1)指一生起立,指两人说关系。

你发现了什么?

刚才在说的时候,我们发现,刘福星在88的东面,又在99的北面,刘福星的位置没有动,但方向怎么又不同了呢?

请你和周围的同学说说位置关系。

2.早上上学,太阳公公在小芳的右边;下午放学,太阳公公在小芳的()。

3.李老师准备了三个礼物,你想要吗?我把它藏在教室里,请你按我的指令来找好吗?

(1)请你先朝南走,再朝西走。第一份礼物

(2)请你先朝南走,再朝东走。第二份礼物

(3)请你先朝东走,再朝北走。第三份礼物

3,同学们,你们想知道他们的智慧卡里分别写着什么吗?你们愿不愿意和大家一起分享?

指生读。教师课件演示。

如果你在野外迷路了,该怎么办呢?

方法一:看树的年轮,年轮密的方向是南,年轮疏的方向是北。

方法二:看树叶,树叶稠密的地方是南,树叶稀疏的地方是北。

方法三:看北极星,北极星总是在北方的天空中。

其实还有一种辨认方向的仪器,叫指南针。

学了这些本领,以后万一迷路了,就可以帮助我们认清方向。

1.这节课,我们学习了什么?

请在我东面的同学朝我挥挥手。

在我西面的同学朝我点点头。

请在我南面的同学给我一个笑脸。

1.中午,我们一起到操场去观察观察,看看学校操场东南西北四个方向分别有什么?把主要的景物记下来。

2.回家后找一找地图,看看地图上的方向是怎样标的?和爸爸妈妈一起找找你们的家乡在什么方向?

二年级东南西北教学设计 三年级数学东南西北教学设计篇十

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二年级东南西北教学设计 三年级数学东南西北教学设计篇十一

【学习目标】

1、知识与技能:通过合作与交流,能在现实情景中辨认方向,知道地图上的四个方向。

2、过程与方法:在数学活动中体验辨别方向的方法,在经历从空间方向向平面方向的迁移中体验地图上规定方向的必要性。

3、情感、态度与价值观:在自主探索活动中培养学生的探究意识和合作精神,在有效的师生互动和生生互动中体验成功的喜悦。

【教学重点】知道地图上的四个方向。

【教学难点】体验辨别方向的方法。

【教学过程】

师:请你把你前后左右的小朋友一起介绍给大家。然后揭题。(板书:五、方向与位置)

1、看一看

谈话:前几天,老师用相机拍了几张照片,你们想看吗?(出示学校操场四周景色的照片)

提问:太阳每天从哪个方向升起来呢?太阳升起的方向就是东,你能用小手指一指东方在哪儿吗?哪张照片是拍操场东面的?操场的东面有哪些景物?多媒体教室的东面又有什么呢?

2、想一想

提问:除了东,你还知道其他哪些方向?能用小手指一指西方在哪儿吗?哪张照片是拍操场西面的?操场的西面有哪些景物?多媒体教室的西面又有什么呢?

师:说得真好!东方和西方可以根据太阳升起和落下的方向去找,怎样才能找到南和北呢?

出示儿歌,并齐读。找一找、指一指操场的南方和北方,说说有哪些景物。

3、做一做

谈话:面向太阳升起的方向站好。(学生起立)你能说说你的前面是什么方向吗?你的后面、右面、左面各是什么方向?面朝南,面朝西,面朝北,分别指一指、说一说自己的前后左右各是什么方向。

4、比一比,议一议

谈话:我们知道了多媒体教室的四个方向,东和西是相对的,南和北也是相对的,我们现在来做个小游戏,好不好?老师指方向,小朋友们说,比一比谁的反应快。反过来,老师说方向,小朋友们指。

(两个学生面对面站立,老师说方向,两个小朋友指)师:从两个同学所指的方向来看,你们发现了什么?

生:不管面对的方向怎么变,他们所指的方向相同。

师(小结):同学们总结得很好,无论人的位置和面对的方向如何变动,他们所指的方向都相同,也就是说东、西、南、北四个方向永远不变。

师:你能根据刚才我们所学的知识说出你和周围同学所在位置的关系吗?(用上东、南、西、北四个词)

1、看地图。这是一张中国地图,它像一只什么动物?对,我们中国像一只雄鸡屹立在世界的东方。找一找我们在的省份。省会在哪儿?北京又在哪儿呢?有谁知道地图上这个红色的箭头表示什么?(方向标)

那么,东面在哪里?南面?……(根据学生回答贴出)我们有什么办法记住地图上方向标的位置?

师(小结):为了统一,人们规定:“上面为北,下面为南,左面为西,右面为东”。(出示课件,边读边做手势)

请同学们说说上海、拉萨、北京、广州分别在祖国的什么方向上。

2、学生动手制作方向板,标上东、西、南、北。

3、练习(绘制学校平面图)

4、议一议。师:如果你在野外迷路了,你会怎么办呢?小组讨论﹑交流。

学生交流辨别方向的方法,根据学生回答,出示相应的图(指南针、北极星、树的年轮等),讲述运用北极星、树的年轮和指南针等辨认方向的方法。

师:小朋友们有这么多辨认方向的方法,真了不起。

1、模拟表演:请1名同学当黑猫警长,13名同学扮演带卡片的小动物。

2、宣布活动规则:得数大于10的朝北走,其余的朝南走。

3、评一评:谁是遵守交通规则的小动物。

4、渗透有关交通安全的教育。

师:你们喜欢今天的数学课吗?你觉得自己的表现如何?在这节课里你学到了什么呢?方向在生活中用得可多了,同学们可以在课后调查一下,你家在学校的什么方向上。

在《东南西北》的教学中,我大胆尝试课堂教学改革的新路子,用各种教学方法激发学生的学习兴趣。总的来说,课堂教学是比较成功的。通过教学,我对本节课的反思如下:《东南西北》是培养学生空间观念的一个重要内容。能正确地辨认方向对学生将来的生活、工作等都起着重要的作用,也为培养学生的方向感和空间想象力,增强用数学思维的方法观察现实世界的意识和逐步发展初步的空间观念都具有积极的意义。本课内容与学生的生活联系紧密,在教学中,我为学生提供了充分思考与合作交流的机会,并借助学生已有的生活经验,重视观察和实践活动,增加探索、体验的机会,让学生在活动中加深体验,掌握在实景中正确辨认东、南、西、北的方法和技巧。

游戏是小学生最感兴趣的活动,如果把枯燥无味的数学寓于趣味游戏之中,通过游戏获得知识,那么学生获取知识的过程将是轻松愉快的,而且感受深刻。本课中,我安排了两个游戏。游戏1:老师指方向,学生说方向。反过来,老师说方向,学生指方向。游戏2:两个学生面对面站立,老师说方向,学生指方向。通过游戏的方式,学生主动参与,自主探索学习,很快知道了无论人的位置和面对的方向如何变动,他们所指的方向相同,也就是说东、南、西、北四个方向永远不变,而且只要我们认准了一个方向,就能指出其余三个方向。学生有了亲身体验,问题就简单化了,而且突破了本课的教学难点。

《数学课程标准》要求学生学习的数学要源于生活,要学习和学生生活息息相关的知识。其实,数学学习就是为了让学生能运用数学知识解决一些实际生活中的简单问题。所以在突破了教学难点后,我还设置了“如何在生活中辨认方向”的环节。我给学生介绍了几种生活中借助其他事物辨认方向的方法。如:(1)指南针可以帮助我们辨别方向,它的指针总是指着南方。(2)果园里的果树可以帮助我们辨别方向,秋天的时候,果树上的果实成熟了,朝南的一面总是最先染上颜色。(3)大雁也是我们辨别方向的好助手,秋天大雁往南飞,春天大雁从南往北飞。(4)树下和灌木附近的蚂蚁窝总是在树和灌木丛的南面。(5)夜晚的时候,天空中有盏指路灯,那就是北极星,它永远高挂在北方。(6)树木的年轮宽的一面朝南,窄的一面朝北。通过介绍课外知识,不仅丰富了学生的知识,还开拓了学生的视野。让学生亲身感受到数学源于生活,与生活息息相关,生活中处处有数学。

经过反思,在教学中我也认识到还存在许多不足的地方。例如,我在实现教学目标“辨认四个方向”的过程中,还应该更多地照顾到中差生,可以在教室的四面贴上“东、南、西、北”四张图片,先让学生听口令根据图片快速用手指指出;然后在学生熟悉的基础上,让其闭上眼睛指;再把图片取下,再指。通过这三个环节,中差生也能清楚地辨认方向了。在突破难点“根据一个方向辨认其余三个方向”的过程中,只安排了一对学生参与活动,对大多数学生来说只有一个片面的认识,没有达到充分认识,应该让学生都参与到活动中来,充分认识后,再抛出问题,保证学生有充分的体验。

一节课下来,我的收获很大。最大的感受就是:与其强迫学生学习,不如给学生营造一个他们喜欢的课堂,让他们自主地、迫切地想参与,在享受中学习知识。这样学生的学习效果是事半功倍的。在以后的教学中我会再接再厉,把课堂交给学生,让学生真正成为学习的主人。

二年级东南西北教学设计 三年级数学东南西北教学设计篇十二

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二年级东南西北教学设计 三年级数学东南西北教学设计篇十三

会辩认地图上的东、南、西、北四个方向,能够用给定的一个方向辩认地图上的其余三个方向,并能用这些词语描述物体在地图上的方向。

1.说一说,你的东、南、西、北面坐的是哪位同学?

2.早晨当你面对太阳时,你的后面、左面、右面分别是哪个方向?晚上当你面对北极星时,你的后面、左面、右面分别是哪个方向?

3.同学们已经初步认识了东、南、西、北,怎样辩认地图上的东、南、西、北呢?

4、自学教材第4页例2

1.感悟地图按“上北下南,左西右东”绘制的必要性

出示校园示意图,把上方定为北的示意图贴在黑板上。

(1)比较一下,这幅校园示意图与平常所观察的有什么不同?

(2)在日常生活中,如果把上方定为北方,那其他的方向各是什么?

(3)点拨:人们为了解决这一问题,规定绘制地图时,上面表示北方,下面表示南方,左边表示西方,右边表示东方,简单地说,就是“上()下(),左()右()。”

(4)去掉方位词,只留下“北”。在示意图上指出其他方向。

2.辨认地图上的东、南、西、北

根据第4页下面的校园示意图,回答下面的问题:

(1)教学楼在操场的什么方向?

图书馆在操场的什么方向?

大门在操场的什么方向?

体育馆在操场的什么方向?

(2)操场在教学楼的什么方向?

操场在图书馆的什么方向?

操场在大门的什么方向?

操场体育馆的在什么方向?

(我的笔记)

练习二第4题:

在地图上圈出北京、嵩山、泰山、衡山、华山、恒山后,独立完成填空。

二年级东南西北教学设计 三年级数学东南西北教学设计篇十四

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二年级东南西北教学设计 三年级数学东南西北教学设计篇十五

1、在熟悉的生活环境中辩认方向,建立东、南、西、北的方位观念,感知方向的相对性。

2、认识在地图上东、南、西、北的方向,并应用四个方位词来描述物体的位置关系。

1、在指明东、南、西、北四个方向中的一个方向的条件下, 会辨认其余的三个方向。

2、培养学生的方向感,运用所学的知识来解决生活问题。

以小动物迷路为线,教会学生辩认方向方法,用所学的知识帮助小动物回家。让学生学以致用的同时,培养学生乐于助人的精神,建立自信。

重点:建立东、南、西、北的方位观念。

难点:应用四个方位词描述物体的位置关系。

辨认东南西北是学生在学习了上下、左右、前后的基础上进行教学的。这节课分两部分:前一部分到操场上,根据生活经验辨认东、南、西、北四个方向,体验前北、后南、左西、右东,培养方向意识,发展空间观念;后一部分回到教室,认识地图上的四个方向。教材在设计上安排了多种形式的活动,都与学生的生活紧密结合,使学生感受到生活与数学的密切联系。

我校虽处于深圳的西北较偏之处,但各班课室的媒体设备齐全,全班共有学生48人,班额较大。但多数学生聪明好学,思维敏捷,有仔细观察、认真倾听、大胆发言、独立思考的习惯,以及有初步的小组合作意识。

正确辨认现实生活中的方向,这一要求对于二年级的孩子来说,是具有相当大难度的。因此,在教学活动的设计上,我一开始利用媒体来创设一个动物迷路的情境,并设计学会方向的辩认方法帮小动物们回家的悬念,让学生带着问题积极参与各项活动(读儿歌、辩认课室及自己位置、找地图中的城市位置、帮小动物回家等),在活动中让学生建立东、南、西、经的方位观念,体验东、南、西、北的位置关系,学会观察、学会思考、学会创新,用所学知识帮助小动物找家,培养一种乐于助人的精神。教材把本课分成操场辩认和认识地图上的方位,由于本班课室位于教学楼的四楼,学生上下楼梯费太多时间。我把操场的生活辩认改为课室辩认,把操场的辩认作为课后练习,让学生下课后通过观察独立完成。

二年级东南西北教学设计 三年级数学东南西北教学设计篇十六

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二年级东南西北教学设计 三年级数学东南西北教学设计篇十七

1.经历在熟悉的生活环境中辨认方向的实践活动,体验“前北、后南、左西、右东”,感知方向的相对性和培养方向感。

2.在指明东、南、西、北四个方向中的一个方向的条件下, 会辨认其余的三个方向。

3.知道在地图上东、南、西、北的方向。

辨认东南西北是学生在学习了上下、左右、前后的基础上进行教学的。这节教材分两部分:前一部分到操场上,根据生活经验辨认东、南、西、北四个方向,体验“前北、后南、左西、右东”,培养方向意识,发展空间观念;后一部分回到教室,认识地图上的四个方向。教材在设计上安排了多种形式的活动,都与学生的生活紧密结合,使学生感受到生活与数学的密切联系。

〖学校及学生状况分析〗

我校地处城郊结合地区,生源较复杂,大多数的孩子来自农村,父母的文化程度不高;有一部分孩子来自城区,父母的文化程度较高;还有一部分的孩子来自偏僻的外地,随打工的父母来此校读书。学校条件较好,有课件室,并有辅导制作课件的教师,还有多媒体教室。

我班共有学生47 人,班额较大。但多数学生聪明好学,思维敏捷,有仔细观察、认真倾听、大胆发言、独立思考的习惯,以及初步的小组合作意识。正确辨认现实生活中的方向,这一要求对于二年级的孩子来说,是具有相当大难度的。因此,在教学活动的设计上,注重借助学生已有的生活经验,创设现实的活动情境,让所有的学生都能积极参与到活动中去,通过实践活动,使学生在探索中体验东、南、西、北的位置关系,并在活动中学会观察、学会思考、学会创新。

(一)创设情境,导入新课

师:小朋友们,你们喜欢出去游玩吗?

生:喜欢!

师:淘气和笑笑也特别喜欢出去游玩。星期天,淘气和笑笑做完作业后,就一起到公园去玩耍。你瞧,他们玩得多开心啊!

(多媒体演示淘气和笑笑在草地上尽情玩耍的情境。)

师:天渐渐黑了,淘气和笑笑商量着该回家了。可他们东找西找,怎么也找不到回家的路。天越来越暗了,他们急得哭了起来。

(多媒体演示淘气和笑笑迷路的情境。)

师:孩子们,怎样才不会迷路呢?

生1:和爸爸、妈妈一起出去游玩。

生2:在来的路上作上记号,回去的时候沿着记号回去就不会迷路了。

生3:他们可以向别人问路呀!

生4:只要在来的时候用心观察,记住路上有哪些景物,就不会迷路了。

师:孩子们的办法真不错。其实只要我们学会了辨认方向,走到哪里都不会迷路了。你们愿意学这种辨认方向的本领吗?

生:愿意!

师:好!这节课咱们就一起来学学方向与位置。(板书:方向与位置。)

(评析良好的开端是成功的一半。课一开始,通过多媒体给学生创设生动的故事情境,让学生认识到会辨认方向的重要性,使学生迫切希望掌握今天所学的内容,激发了学生的学习兴趣。)

(二)实际观察,体验方位

师:孩子们,咱们一起到操场上去看一看,认一认方向,好吗?

生:好!

师:请孩子们在组长的带领下,排好队到前操场去。

师:孩子们,你们知道太阳从哪个方向升起吗?

生:东边。

师:你能用手指一指东边吗?

二年级东南西北教学设计 三年级数学东南西北教学设计篇十八

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二年级东南西北教学设计 三年级数学东南西北教学设计篇十九

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二年级东南西北教学设计 三年级数学东南西北教学设计篇二十

教学目标:

1、在熟悉的生活环境中认识东、南、西、北四个方向,并能根据一个方向辨认其余三个方向。

2、会在地图上辨认东、南、西、北四个方向。

3、在辨认方向的活动中,发展初步的空间观念。

教学重难点:

1、根据一个方向,会辨认其余三个方向。

2、会在地图上辨认东、南、西、北四个方向。

教学过程:

一、预习检测,导入新课。

1、游戏:我说你做。

教师说前后、上下、左右等方向,学生快速指出。

2、你能指出东、南、西、北四个方位吗?学生试着指一指。

3、引出课题,板书课题。

二、展标激趣,突出课标。

出示学习目标,并帮助学生理解学习目标。

三、自主学习,导学探究。

1、学习儿歌,辨认东、南、西、北四个方向。

⑴、边说方向歌,边指方向。(早晨起来,面向太阳,前面是东,后面是西,左面是北,右面是南。)

⑵、让学生转一下身体,改为面朝北方,再让学生指指看,在他的右边还是南吗?如果面向西呢?如果面向南呢?……你发现了什么?

⑶、学生自由交流,全班汇报,(发现东方和西方是相对的,南方和北方是相对的。)

⑷、小结:当我们转动身体面向某个方向时,虽然我们的前、后、左、右的位置变了,但东、南、西、北四个方向始终没有变。只要我们知道一个方向,就能辨认出其他三个方向。(面东背西,左北右南;面西背东,左南右北;面南背北,左东右西;面北背南,左西右东。)

⑸、说一说教室的东、南、西、北方各有什么?(同桌互相说一说)

⑹、说一说操场的东、南、西、北方各有什么?(小组内先交流,然后全班汇报。)

2、联系实际,认识平面方位。

⑴、刚才我们认识了操场的东、南、西、北四个方位,你们能把它们表示在平面图上吗?

⑵、小组内交流后,全班汇报。(方向对应的物体一样,但标出的方向不同,有的东在上,有的西在上……)

⑶、为了便于大家观察,我们规定地图上是按“上北下南、左西右东”来确定这四个方向的。

⑷、学生在课本上练习绘制平面地图。(对有困难的学生进行辅导)

⑸、展示同学们的绘制成果。

四、巩固检测,反馈矫正。

二年级东南西北教学设计 三年级数学东南西北教学设计篇二十一

:北师大版《义务教育课程标准实验教科书·数学》二年级上册第58页至59页。

“空间与图形”是《数学课程标准》规定的四大领域之一,而辨认东南西北是这一领域的的一个重要内容,在一年级,学生已经学会用前、后、上、下,左,右等词语描述方向与位置,并培养学生的空间观念。能正确辨认现实生活中的方向,对二年级的学生来说是有难度的,在教学中,教师从低年级的心理特点出发,合理整合教学资源,使学生在生动、活泼、有趣的情境中自主探索,自主发现,自主发展,进一步体验教学与生活的密切联系,发展学生的思维。

1在指出一个方向(东、南、西或北)的条件下,会辩认其余的三个方向。

2知道地图上东、南、西、北的方向。

过程与方法:在熟悉的生活环境中,通过找一找,指一指,比一比,体验东南西北四个方向,培养方向感,发展空间观念。

情感态度与价值观:使学生感受数学与生活的密切联系,培养学生的学习兴趣和学习热情。

教学重难点:根据给定的一个方向辨认出其他方向。

教具:课件、实物投影展示台

学具:贴在硬纸板上的方向纸。

一、故事引入

教师随课件播放,讲故事。

小鸭子也特别喜欢出去玩。星期天,它就来到美丽的野外,瞧,它玩得多开心呀。不知不觉,天渐渐黑了,小鸭子心想也该回家了。可它怎么找也找不到回家的路,天越来越暗,他急得哭了起来。

你们愿意帮助小鸭子吗?

那谁能说说怎样才不会迷路呢?

揭示并板书课题:方向与位置

[设计意图:整合语文学科中的优秀童话故事,“小鸭子回家”,利用小鸭子迷路的情境,使学生能够产生浓厚的兴趣。通过交流“怎样才不会迷路?”很快让学生感受到辨认方向在生活中是多么的重要。并进一步揭示学习内容“方向与位置”。]

二、探究新知

导语:同学们,那咱们一起到操场上去看一看,认一认方向,好吗?

1、找一找

①今天天气可真好,谁能找找太阳公公在哪儿呢?

②那太阳是从哪个方向升起的呢?

③太阳升起的方向,就是东方。

请同学们面向东方。

④谁能说说操场的东方有哪些景物?

你们真能干!,通过太阳升起这个知识找到了东,你还有办法找到西方吗?

说的真好!太阳从那边落下,所以那边是西方。

咱们用手指一指西方。

你能说说学校的西方有哪些景物吗?

2、我们根据太阳升起和落下的地方找到了东方和西方。你还知道哪些方向?

(生:南方、北方)

谁能想办法找到咱们操场的南方和北方呢?

操场的南面有什么景物呢?

操场的北面有什么景物呢?

3、指一指

那你能准确地指出这几个方向吗?

①面向东,谁能说说,现在你的前、后、左、右分别是什么方向?

面向南,你的前、后、左、右又是什么方向?

面向西呢?面向北呢?

你发现了什么?

我们转动身子面和一个方向时,虽然我们的前后左右位置变了,但东南西北四个方向始终不变。只要我们知道了一个方向,就可以指出其他的三个方向,是吗?

②我再来考考你,看谁对东南西北四个方向认得准,指得快。

请听口令!

我说东、西、东、西。

我说南、北、南、北。

你发现了什么?

小结:东和西是相对的,南和北是相对的。

③再来指一指:我说东、南、西、北、东、南、西、北。

你又发现了什么?

小结:东南西北顺着我们的右手这样转的一个方向,叫顺时针。也就是,方向是按顺时针分布的。

4、填记录纸

大家用各种方法记住了东、南、西、北,你能在操场的四个方向上各找一处景物,在记录纸上记下来吗?注意标明方向。

回到教室。

[设计意图:创设到操场上辨认方向的实践活动,通过“你知道太阳是从哪个方向升起的吗?”激活学生生活经验;在认定东方之后,再辨认其他的三个方向;并说一说“东、南、西、北各有什么”,进一步把四个方向与操场四周具体的景物联系起来,使抽象的方向概念与学生已有的生活经验和现实和情境建立起富有意义的联系,再通过“指一指”的活动,体验东、南、西、北四个方向的相互位置关系,把四个方向与前后左右联系起来,并化验东、南、西、北四个方向分布的特点,帮助他们记忆。]

5、整理记录纸,认识地图上的方向。

①刚才我们在操场上辩认了东、南、西、北,填好了记录纸。谁愿意来展示你的记录纸。

介绍一下你的记录景物。

他们记录的景物对吗?

那有什么不同呢?

这一张记录纸就是一张小小的地图。如果把地图挂在墙上,有的上面是东,有的上面是西,有的上面是北,有的上面是南,这样看起来方便吗?(生:不方便)

怎么办呢?

真不简单,我们只要把方向规定成一样,看起来就方便了。你们想不想听听智慧老人的意见呢?

(课件播放:地图是按上北,下南、左西、右东绘制的。)

②强化记忆,熟悉地图上的方向。

刚才智慧老人是怎么说的,谁来说说。

大家一起再说一遍。

你能用简单的几个词语说说地图上的方向吗?

随机板书: 北

“东南西北”教学设计

西 东

③重新填记录纸

④观察中国地图

↑这个箭头叫方向标,看地图首先要看它,它表示什么?

谁能说说我国的最北方是哪个地区?

我们中国地大物博,美丽的地方可多了,瞧,我国的海南,这里有蓝蓝的大海,人们说的天涯海角就在这里,你知道海南在我国的什么方向吗?

中国的许多地方在命名的时候都考虑到了方向这个问题,你还能确定其他地方的方向吗?

(生:***在我国的西方;山东在我国的东方)。

[设计意图:回到教室,集体展示,交流不同的记录方式,引导学生体会绘制地图时要规定方向的必要性,利用中国地图进一步巩固地图上的方向,激起强烈的民族自豪感,让学生感到祖国的伟大,也可以化为学习的动力。]

三、巩固、提高

导语:看到大家精彩的表现,老师忍不住要告诉大家一个好消息。黑猫警长也来到了我们课堂上,你们高兴吗?

1、我们来给他介绍我们的教室。

谁能指指教室的东、南、西、北四个方向?

教室的东、南、西、北四个方向都有什么?

2、介绍你的同学

①请你用东、南、西、北四个词语介绍一个紧挨着你坐的四个同学。

同桌互相说一说。

②你的东、南、西、北四个方向上只有一个同学吗?

那你能不能介绍一下。

③老师有个问题要考考大家,老师在你们的什么方向?你们又在老师的什么方向?

某某同学(教室中间的同学),你站起来,(坐在他东、南、西、北四个方向上的同学)某某同学:你在他的什么方向?

3、指挥交通

导语:同学们真聪明,黑猫警长也想来考考你们。

你们敢接受挑战吗?

请大家按黑猫警长的指令把这些算式娃娃安全地送过十字路口。

黑猫警长怎么说的呢?大家齐读。

北是哪边?西呢?

点名做题

大家真厉害,顺利地通过了黑猫警长的考验,老师真为你们高兴。

4、认识路线图

刚才我们看到了小鸭子迷路了,你们能用今天我们学到的知识帮帮它吗?

这是小鸭子回家路线图,我们先来认识认识。

点名做题。

[设计意图:引用黑猫警长的这个学生喜爱的动画形象,给学生创设活泼、有趣的情境,激发他们的挑战欲望,通过层层深入环环相扣的练习,进一步巩固所学的知识,拓宽了学生的知识面,发展了学生的思维,培养了学生的应用意识,加深了学生对知识的内化和记忆。并通过小鸭子回家的战线图,拓展、巩固地图上的方向,首尾呼应,体现了教学过程的完整性。]

四、拓展、延伸

上完这节课,相信大家有许多的收获,谁来说说?

教师小结:大家的收获真多!这节课我们在操场上辩认了东、南、西、北,而且知道了地图上的方向是:上北,下南、左西、右东。下面老师再教给同学们一些辩认方向的方法,想学学吗?

师生边看边听录音“要是你在野外迷了路”

你都学到了哪些辨认方向的方法?

大家学了这么多的辨认方向的方法,课后大家再去调查调查:

1、学校的门朝哪个方向?

2、你家的门朝哪个方向?

3、你的房间是怎么布置的?

[设计意图:巧妙地利用语文学科的“要是你在野外迷了路”一文,拓宽学生的视野。小小调查,将课内与课外紧密结合,培养学生的应用意识,提高学生解决问题的能力。]

二年级东南西北教学设计 三年级数学东南西北教学设计篇二十二

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