The Unit Teaching Research That Emphasize The Essence Of Angle

“Angle” is one of the core concepts in the section of "Graphics and Geometry",which runs through the geometry learning in primary and secondary schools.However,in the teaching process of Angle,teachers and students only pay attention to using knowledge points to solve problems,but do not think about the essence behind the concept,which makes students think that math learning becomes more and more difficult and boring.Therefore,the teacher should let the students experience the essence behind the figure when they first know the corner.So how to let the second-grade students understand the "essence of Angle" in the <Angle>?First of all,through consulting and sorting out the literature to understand the essence of Angle refers to the measurement of the rotation of Angle,and collect the difficulties existing in the teaching of "understanding the essence of Angle" and the students' cognition of diagonal Angle.Then,the specific process of action research is designed based on the theoretical research of unit teaching and learning trajectory,and the hypothetical learning trajectory of unit teaching is obtained.Then,two "experimental classes" with intermediate level were selected for empirical research.According to students' classroom performance,tests and interviews,combined with the discussion with experts and front-line teachers to optimize and improve the learning trajectory.Finally,a comprehensive test was conducted on the "experimental class" and the "control class" at the same level to verify whether the research results are conducive to students' understanding of the essence of Angle.Based on the research,the following conclusions are drawn:(1)Comparing the results of post-test and comprehensive test of "experimental class",it is found that the second-grade students can understand the essence of Angle through appropriate activities;By comparing the post-test results of the experimental class and the control class,it is found that the unit teaching designed in this study is more conducive to students' understanding of the Angle than the unit teaching designed in PEP textbooks.(2)The teaching purpose of this research is to develop a unit teaching design that is conducive to students' understanding of the essence of Angle.Focusing on the teaching objectives,this study reintegrated the class hours and divided Preliminary Understanding of Angle into three classes: "First Understanding the Concept and Nature of Angle","Experience and Understanding the Nature of Angle",and "Consolidate and Apply the Nature of Angle",so as to implement the essence of Angle throughout.(3)In order to highlight the "essence of Angle" in teaching,we should firstly pay attention to the combination of static and static forces.The result of Angle presentation is static,while the process of Angle presentation is dynamic.Therefore,it is necessary to choose an appropriate model to make students feel it.Secondly,it is necessary to establish the understanding of rotation,to perceive the change of Angle size through rotation,to compare the size of Angle through rotation,and to classify the Angle through rotation.According to the above conclusions,the following suggestions are put forward for the compilation of textbooks and the teaching of teachers: in the compilation of textbooks,we can increase the understanding of rotation and add a manual operation link;Enhance and refine the size of the Angle comparison.In teaching,teachers choose the model of the nature of protruding Angle and pay attention to students' hands-on operation and comprehension rather than the explanation of knowledge points.To strengthen their own understanding of the essence of the concept,pay attention to the effectiveness and standardization of questions.