As an excellent teacher, one of our tasks is classroom teaching. Writing teaching reflection can improve our teaching ability quickly. How to write teaching reflection to play a better role? The following is my reflection on the teaching of mathematics observation objects in the second grade of primary school, for reference only. Welcome to reading.

Reflections on the teaching of mathematical observation objects in the second grade of primary school: In the teaching of 1 unit "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. There are the following gains:

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.

Reflections on the teaching of observing objects in the second grade of primary school II. In the learning activities of this class, let students participate in observation activities many times, encourage students to place objects according to the specified view requirements, give full play to their imagination, and explore different placement methods, so that students' intuitive thinking ability and spatial imagination ability can be more fully exercised. In observation, comparison and practice, help students further accumulate experience, so as to deepen their understanding of the relationship between objects and views and develop the concept of space.

In the teaching process, make full use of multimedia teaching facilities, observe objects intuitively, improve learning efficiency and cultivate learning interest. In the teaching of this course, students' subjective consciousness has been fully publicized, and innovative thinking sparks and warm atmosphere are conducive to students' all-round and harmonious development. It is embodied in the following three aspects: subjectivity, inquiry and practicality.

(1) Subjectivity.

Cultivating and developing people's subjectivity is the theme of educational reform, and it is also an important breakthrough to deepen the current educational reform. Based on this guiding ideology, the design of this course always revolves around the learning activities of "autonomous participation-autonomous learning-profound experience", which enables students to enhance their autonomous consciousness in the activities, so as to actively acquire and understand simple mathematical problems in perceptual materials. For example, create familiar life scenes for students to enter learning activities involuntarily, then immerse them in rich learning materials, including toys and daily necessities, encourage students to choose their own observation direction, draw a picture, and then let them leave their seats and observe the painted objects from different directions after painting. Finally, through group cooperation and communication, they can learn from each other that almost all objects in real life are three-dimensional.

(2) ask.

This lesson focuses on creating conditions for students to explore. On the one hand, students are allowed to bring their favorite toy knives to class in groups. On the other hand, I also participate in students' inquiry activities and observe with them. Such operational activities can not only enhance their self-confidence, but also gradually realize the joy of success through their exploration.

(3) practicality.

For this course, I have accurately grasped the teaching requirements. I have prepared learning tools for each student and organized activities effectively so that every student can really participate. Through operation, observation and comparison, students have strengthened their understanding of ideas and objects. Don't use teachers' demonstrations instead of students' operations, and don't use illustrations in textbooks instead of observing objects. Mathematics is a tool, a tool to standardize and simplify the phenomena of natural and social movements.

The most important gain of mathematics learning is to learn to build mathematical models to solve practical problems. Therefore, in this class, a lot of conditions are created for students to apply the knowledge and methods learned in class to real life, so that students can truly feel that mathematics is everywhere in their lives. For example, when observing toys and articles in class, we use materials close to students' lives, aiming at connecting with life, broadening our horizons, extending our study, allowing students to associate the shape of the whole object from a certain side of the object they see, cultivating their ability to observe three-dimensional objects, establishing a preliminary concept of space and developing thinking in images.

Reflections on the teaching of observing objects in the second grade of primary school mathematics 3 "Observing objects" is to observe objects from different angles, which is the difficult part of this textbook. It is to cultivate students' spatial concept on the basis of mastering up, down, up, down, left and right. Now, in view of the shortcomings in teaching, reflect and sort out the following points:

First, the teaching goal is to correctly identify the shapes of simple objects observed from different positions (front, left, right, back, up and down).

The orientation of teaching objectives directly affects the teaching effect. My teaching goal is a little too high for this course. There are too many difficulties in this course, especially the choice of observation objects, which involves perspective. So some students have problems, and students' understanding and personal observation of the left and right sides is actually no problem.

Second, the classroom organization in teaching

Most of the students in this class follow the teacher's teaching, but in the practical activities of the observed objects in this class, because the time for correcting errors for students is too limited, some students have not finished correcting errors, but have been correcting them without paying attention to the links behind the teacher. I will pay attention to leaving more time for students to correct their mistakes in the future.

Third, detailed design.

Generally speaking, the teaching links of this course are relatively compact, but some links can be further explored. These points need to be explored by teachers themselves in preparing lessons. A class can't have too many points, but the key points in teaching must be deeply explored.

Fourthly, the cultivation of students' ability.

In view of the difficulty of this class, I am a persuasive teaching method, which encourages students to find problems and solve them by themselves. However, after a class, I found that I still talked too much, leaving less time for students to "leave blank".

Reflections on the teaching of mathematical observation objects in the second grade of primary school: the teaching goal of mathematical observation objects in the second grade of 4-person education edition 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 hands, 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.

After class, I think about what happened in class. Why did the students lose their concentration in the second half? Finally, I summed up two reasons that led to this situation in this class:

First, the classroom form design is too monotonous, so that students' enthusiasm for learning gradually collapses.

Second, fatigue. Because of their young age, most junior students can't last more than 40 minutes, which leads to fatigue and inattention.

In view of the above two points, I remind myself to pay attention to the following points in the future teaching design process:

1, the content is reasonable and not excessive.

2, the classroom forms are diverse, suitable for students' school age.

3. The form and content are reasonably matched.

4. Design small games suitable for students of different ages to divert attention and relieve class fatigue.

Reflections on the teaching of mathematics observation object in the second grade of primary school 5 In this course, students' subjective consciousness has been fully publicized, and innovative thinking sparks and warm atmosphere are conducive to students' all-round and harmonious development. It is embodied in the following aspects.

First, the classroom efforts to reflect the "three"

subjectivity

Publicizing and cultivating the subjectivity of the educated should be the goal pursued by modern education. Cultivating and developing people's subjectivity is the theme of educational reform, and it is also an important breakthrough to deepen the current educational reform. Based on this guiding ideology, the design of this course always revolves around the learning activities of "autonomous participation-autonomous learning-profound experience", which enables students to enhance their autonomous consciousness in the activities, so as to actively acquire and understand simple mathematical problems in perceptual materials. For example, create familiar life scenes with soft and pleasant music, let students involuntarily enter learning activities, then immerse themselves in rich learning materials, including toys and daily necessities, encourage students to choose their own observation direction, draw a picture, and then let them leave their seats and observe the painted objects from different directions. Finally, through group cooperation and communication, they can inspire each other and realize this in real life.

survey

This course focuses on creating conditions for students to explore. On the one hand, students are allowed to bring their own things to class, including toy cars, planes, kettles, clocks, plastic chairs, plush toys and other items, and then select information from them to explore new knowledge; On the other hand, I also participate in students' inquiry activities, such as applying the expansion exercise of "putting a cube" to display the graphics by looking at the three views of the combined graphics. Such operational activities can not only enhance their self-confidence, but also gradually realize the joy of success through their exploration.

(3) Practicality

Mathematics is a tool, a tool to standardize and simplify the phenomena of natural and social movements. The most important gain of mathematics learning is to learn to build mathematical models to solve practical problems. Therefore, in this class, a lot of conditions are created for students to apply the knowledge and methods learned in class to real life, so that students can truly feel that mathematics is everywhere in their lives. For example, guessing the refrigerator at the beginning of class, observing toys, supplies and taking pictures of pandas in class all use materials close to students' lives, aiming to connect with life, broaden their horizons and extend their study, so that students can associate the shape of the whole object from a certain side of the object they see, cultivate their ability to observe three-dimensional objects, establish a preliminary concept of space and develop their thinking in images. All the teaching links of this course pay attention to using common things in students' lives as knowledge carriers, aiming at making students realize that "mathematics is around us and life cannot be separated from mathematics".

Second, problems that need to be further explored

The content of "observing objects" is mainly the observation of the front, side and upper shape of simple objects, so this lesson selects a large number of real objects in life for students to observe, aiming at cultivating students' spatial concept. But at the same time, there are no obvious differences in several aspects of some cylinders in life. How to organically combine the observation of these objects with the learning objectives of this lesson, and how to grasp their scales are all problems to be further explored.

At the end of this lesson, the extended exercise includes showing the combined graphics after observing three views. This requirement is difficult, but it is extremely effective in cultivating students' concept of space. In class, the four-person group can present correct results through discussion and thinking, which shows that the first-year students have basically reached this requirement. So how to arrange "graphic understanding" in future study? How to cultivate students' spatial concept step by step? This also requires teachers to think further.

Reflections on the teaching of mathematics observation objects in the second grade of primary school 6 1. This course is mainly taught in the form of group cooperation. Through students' cooperative observation, exploration and mutual communication, we can give full play to students' main role and arouse their learning enthusiasm.

2. Help students to establish the concept of space. It is very important to establish the concept of space in the teaching of geometry knowledge. Abstracting physical graphics from physical objects is an effective way to help students establish the concept of space. When teaching, first take out the building blocks, group them into the same figure as the teacher, and find the front, top and left of the object. On this basis, let students draw the front, top and left sides of the object, and observe the different shapes of the object from these three sides, so as to help students form the representation and initially establish the concept of space.

3. Let the students observe and imagine, express their opinions and tell the shape of the object seen from a certain direction. Knowing the front, left and top of an object is the premise of observing it. In the teaching of this section, I take the idea of "simple activities, real feelings and effective learning" as a guide to guide students to gradually understand the front, left and top of objects. The use of building blocks has improved students' interest. Students learn and enjoy it. They not only know the front, left and top of the object, but also realize that the observation position determines the observation result, which creates a relaxed and happy atmosphere for the later study.

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