The teaching goal of this course is to cultivate students' spatial imagination and reasoning ability. In class, we design by asking the question "What shape does an object look like from different directions" and learn by exploring, answering, summarizing and exploring.
In the teaching process, students are guided to observe and imagine from different directions by allowing them to observe three-dimensional figures without occlusion and with occlusion. From the shallow to the deep, from the surface to the inside, from the intuitive to the abstract, it conforms to the cognitive law of primary school students, guides students' thinking activities through posing activities, verifies whether their imagination is correct through cooperative observation between students themselves and groups, and finally trains students' thinking ability and reasoning ability through trying exercises. Through this process, students naturally perceive the relationship between two-dimensional and three-dimensional, sowing the seeds of seeing appearances and guessing, which is helpful to the formation of space concepts, feeling the important space concepts such as "invisible doesn't mean nothing", and also helping students to form their application consciousness. Finally, I realized that the shape of a three-dimensional figure can't be determined from two different directions, but the number range of cubes needed to build this three-dimensional figure can be determined.
In the teaching process, students' observation, hands-on and practice, including practice, pay attention to the cultivation of students' spatial thinking, imagination and reasoning ability, so that students can think from multiple angles, infer from multiple levels and explore with multiple strategies, provide enough communication space, explore time and space, let students actively discover, explore and create, fully enjoy the fun of learning mathematics, and lay a foundation for studying geometry in the future.