In the teaching of observing objects, I let students experience the process of observation. Students observe objects from different positions, with different shapes, and can see up to three faces. They can correctly identify the shape of simple objects observed from the front, left or right, and above, cultivate students' hands-on operation and observation ability, and initially establish the concept of space.

Learn to observe. Teachers should let students know how to observe objects from different positions. For example, if you observe a column from the front, the teacher should let the students observe it from a distance, put the column on the platform and let the students stand at the back of the classroom. The height of the column should be as high as the observer's eyes, and the eyes should be slightly narrowed. In this way, the cylinder that the students see from the front is really a cuboid. Most students can understand.

2. Group cooperative learning, so that students can see the circle from the front and use learning tools to experience it. What could it be? If you see a square from the front, what will it be? ..... The teacher gave a plan consisting of three squares from the front, and asked the students to use four cubic building blocks. What kinds of methods are there? Group members discussed, began to build, and finally formed * * * knowledge.

3. On the basis of learning to observe objects, the teacher asked students to observe objects composed of several small cubes and draw the observed figures from the front, left or right. Most students can draw it correctly. In short, the teaching content of "observing objects" can make students really master knowledge as long as they can perceive specific objects.

target

The teaching goal of "observing objects" in the second grade mathematics of People's Education Press is to enable students to identify the shapes of simple objects observed from different positions. In this class, I prepared a lot of things as teaching AIDS, hoping to stimulate students' enthusiasm for learning and achieve teaching goals.

At the beginning of the class, the students were very enthusiastic about learning, attracted by various objects in the teacher's hand, and actively answered questions, which achieved my expected results and made me very happy. But not long after, I found that some students began to whisper, and their attention began to be insufficient. This sudden change made me a little at a loss. Faced with this situation, I finally had to adopt a high-handed policy to restore calm in the classroom and successfully complete this class.