First, observe the object.
Topic: Observing the real thing.
Liuqian Shijiazhuang Tannan Road Primary School
Teaching content: Mathematics, Hebei Education Edition, the second volume of the fourth grade, 1, 2,3 pages.
Teaching objectives:
1. According to the specific situation, experience the process of observing an object composed of two physical objects from different directions.
2. Be able to recognize the graphics that two objects see from different directions.
3. Feel the connection between objects and graphics, and develop students' initial concept of space.
Preparation before class: Teachers and students prepare a kettle with a handle, a lid with a handle, a cup without a handle, a brush and a drawing board for each group.
Teaching plan:
Teaching link design intention teaching presupposition
First, create a situational dialogue between teachers and students to exchange interesting and teaching-related things during the Spring Festival. Second, observe the real thing 1. Ask the students to read and observe the situation map and communicate what they see from the map. Let the students know all the information in the picture under the inspiration of the teacher. 2. Inspire students to observe the situation map carefully and imagine what four small animals will see when they come home from different directions. Give students ample opportunities to express different views. The teacher gave enlightening guidance. 3. Ask the students to observe the four pictures in the textbook and ask, "Who saw these four pictures respectively? Tell me how you judged it? " Students are required to fully express their ideas. Third, draw the object 1. The teacher talked about the requirements of drawing, and asked the students to put thermos bottles and cups in groups according to the situation map. Then, ask the students to draw the kettle and cup they see. Give students some time to draw. 2. Show and appreciate the works drawn by students. Ask one person to show it first, and then let people in the same position show it and evaluate it. Identification number 1. The teacher's dialogue leads to the picture of the kettle and cup drawn in the textbook. Let the students observe and say who is in the picture first. Then, ask the frog a question and ask the reason for the judgment. 2. The teacher asked, "What shape do you see if you look from above?" Let the students imagine the problem and describe it in their own words. 3. Let the students observe the objects on the table and verify their imagination. 5. Classroom exercises 1. Exercise 1 question. Discuss at the same table first, and then communicate with the whole class. Let the students talk about the reasons for their judgment. 2. Practice the second question. Let the students judge independently and fill in the blanks before communicating. 3. Practice the third question. Work in groups, and encourage each student to say the figures seen from the front and right, and try to draw them. During the Spring Festival, students are interested in opening new classes to stimulate their interest in learning. Make students naturally enter the state of mathematics learning in a relaxed and happy atmosphere. Observe and communicate the situation in the picture to prepare for the next observation of what four small animals see from different directions. Let the students experience the process of observing and imagining what they see from different angles. Experience different observation angles, and the observed results are also different, so as to prepare for the next recognition of graphics. Make students learn to judge the figures observed by four small animals from different directions, and develop their mathematical thinking and language expression ability. Let students experience the process of observing and drawing two objects from different directions, and change students' mathematics learning methods. In the process of exchanging and displaying students' works, every student can get a pleasant experience and understand the situation of students observing the real thing. On the basis of drawing in person, identify the pictures and explain the reasons, and examine whether students can connect the physical objects with the things in the pictures, and judge the pictures from different angles according to the physical images. The preliminary concept of development space. Using realistic resources, let students expand their rich and reasonable imagination and develop the initial concept of space. Verify your imagination through personal observation, let students get positive experience and cultivate their interest and self-confidence in mathematics. From physical objects to three-dimensional graphics, this paper examines whether students can correctly judge the graphics seen from different angles and explains the reasons for their judgment. Check whether the students can correctly judge the figures seen from different angles. From observation and communication to drawing, cultivate students' spatial concept. Teacher: Students, did you enjoy the Spring Festival? Who would like to tell you something interesting about mathematics during the Spring Festival? Ask a few people to speak, and the teacher will give them positive comments. Teacher: Today is the first class of this semester. Let's look at an interesting picture together. Open the textbook 1 page and observe the above picture. What do you see in the picture? Students may say: ● There are four puppies in the picture. Their names are Dodo, Mao Mao, Beibei and Harry. They are preparing to go home. There is a house and a tree. There are doors, windows and mailboxes in front of the house. There is a round window above the side and the roof is pointed. ..... If students don't talk about some situations, teachers can guide students to observe. Teacher: Please look at the picture carefully and imagine what four small animals will see when they come home from different directions. Students may say: ● What Mao Mao sees is the front of the house, with doors, windows, mailboxes and trees on the right. When Beibei comes home from the right side of the house, she will see a tree. Behind the tree is the side of the house. When Harry comes home from the back of the house, he will see the back of the house and trees. The tree is on Harry's left. When you come home from the left side of the house, you will see the side of the house and the upper part of the tree. Students' answers may be incomplete, as long as the meaning is correct. If some can't be said, the teacher can guide them. Which side of the tree did Harry see? Can Toto see the tree? What part of the tree can he see? Why? Teacher: (showing four pictures in the textbook) Look at the following four pictures and judge who saw them respectively. Tell me about your judgment. Students may say: ● The first picture was seen by Beibei. When she came home from the right side of the house, she could only see the big tree and the right side of the house. The big tree is in front of the house The second photo was seen by Harry, because he came home from the back of the house and couldn't see the door of the house. The tree was on his left. The third picture was seen by Mao Mao, because he came home from the front of the house and saw the trees on the front and right of the house. The fourth picture is often seen because it comes home from the left side of the house and sees the left side of the house and the upper part of the tree. Teacher: Just now, the students observed the beautiful pictures in the book. Now let's draw a picture. Please take out the thermos bottles and cups prepared by the teacher for your group and arrange them according to the teacher's requirements. The teacher arranged the thermos and cups according to the picture in the book. Students can sit in four different directions. Students put thermos pots and cups, and teachers patrol to observe whether students put them correctly and guide them to sit well. Teacher: OK! Please draw the kettle and cup you see. Students draw pictures and teachers patrol. Teacher: Who makes everyone like your work? When students communicate and show, pay attention to the pictures drawn by other students in the same position. Teacher: Students sitting in the same position as XX, take out your works and see who draws the best. Ask the students to evaluate who draws well. Teacher: Students, do you know? Several companions in our book are also drawing with us. Open the second page of the textbook and see who is in the picture. Health: Ya Ya, Liang Liang, Hong Hong. Teacher: Judge, who saw the pictures below? Let's talk about the reasons for judgment first. ● The first picture was drawn by Yaya. Because she is on the left side of the table, she can't see the cup, only the kettle and its handle. The second picture is very bright. Because Liangliang was sitting in front of the table, he saw the handle of the kettle on the left and the cup on the right. The third picture is red. Because she sat on the right side of the table, she saw the cup in front of the kettle. Teacher: The three pictures are well judged and have good reasons. Please imagine what shape you will see if you look from above. Students may say: ● Two circles, one big and one small. ● You will see the cup mouth, the lid and the top of the handle. ● The thermos bottle is annular when viewed from above, and the top of the cup mouth and handle can also be seen. ..... the teacher doesn't evaluate the students' answers. Teacher: Now, please personally observe the kettle and cups on each table and see what shapes you can see from above. Are they thinking what you think? Students observe, draw a conclusion and describe it again. Teacher: Students, please practice the 1 question, look at the question by yourself, then think about it, and then tell your deskmate how you judge it. When communicating, pay attention to whether the students can make a correct judgment and explain the reasons. Teacher: Who can tell me how you judge? Students may say: ● The first picture is viewed from the right. Because what you see from the right is a rectangle of a cuboid, which blocks the bottom of the cylinder. The second picture is viewed from the left. Because you see the side of the cylinder from the left, that is, the middle of the cuboid, you can only see the two ends of the rectangle on the side of the cuboid. The third picture is seen from the front, which is the side of the cylinder and the front of the cuboid. The fourth picture, seen from above, is the top of the cylinder and the top of the cuboid. Teacher: Students, please look at the second question, judge for yourself, and then fill in the blanks. Students finish independently, and teachers check individual guidance. When communicating, let the students say how you filled it out. Teacher: Please look at the third question. Look at the tea cones and cups on the table. Talk in groups about what figures you will see from the front and right, and try to draw these figures. When communicating, pay attention to whether the students can draw the figures they see correctly. If you can't finish class, continue to do it after class.