1. Teaching plan of "observing objects" in the second grade of primary school mathematics
Teaching content: observation object, the content on page 90-9 1 in the textbook.
Teaching objectives:
1. Through actual observation and comparison, let students know that the shapes of objects seen from different positions are different, and learn to correctly judge the position of observers according to the shapes they see.
2. To enable students to develop initial spatial concepts, mathematical thinking, problem-solving ability and positive emotions in learning mathematics in the process of observing objects.
Teaching focus:
Identify the shapes of simple objects observed from different angles and develop students' concept of space.
Teaching difficulties:
Understand that the shape of an object may be different from different angles.
Teaching process:
First, the initial perception forms the appearance.
1. Show two photos before and after the classroom respectively.
Q: What is this place? How's this? Why are the two photos taken differently?
Please observe these two photos carefully and tell me why they are different.
Summary: Because the people who take pictures stand in different positions, the photos they take are different.
2. Expose the topic: Today we are going to learn to observe objects from different angles.
(blackboard writing: observing objects)
Second, game activities deepen the experience.
1, game: draw graphics.
Methods: Take four people as a group, sit around the table, put a kettle in the middle of the table, and each person draws what he sees.
Students do their own activities, exchange their own pictures and observe their experiences from other places.
Summary: Due to different observation positions, the shapes you see may be different.
2, the game: find pictures.
Methods: The team leader turned the kettle to make the handle face the child. Everyone found a picture according to what they saw, and then the team leader turned over the kettle and looked for it again. The process is the same as above.
3, the game: find a position.
Methods: Ask the group leader to put four pictures together, disturb the order, and then send one to each child in the group. Students can find their own position according to the pictures in their hands, sit in their own position, interact with teachers and students, and make corresponding evaluations.
Third, consolidate practice and improve ability.
1, Lian Yilian: textbook page 90.
First, the students look at the pictures and think about what kind of little monkey each child will see. Then they will stand up individually and talk about their ideas in group communication.
2. Question 1, "Think about it and do it", students judge according to their own life experience and give reasons.
3. Complete the second question of "Want to Do" and communicate with the whole class for correction after completion.
Summary: Today, we observed the object from different angles, and we know that the situation we saw is different, because the observation position is different.
Fourth, extend and guide observation.
There are many objects in life. Children can find some objects by themselves after class and observe them from different angles to see what they will see. Draw what you see.
2. The teaching plan of "observing objects" in the second grade of primary school mathematics
I. Teaching objectives (1) Knowledge and skills
Be aware that the shapes of objects observed in different positions may be different; Can correctly identify the shape of simple objects observed from different positions.
(2) Process and method
Through observation, operation, identification, imagination, reasoning and other activities, we can master the basic methods of observing objects comprehensively and correctly, and develop students' spatial concept.
(3) Emotional attitudes and values
Experience the relationship between part and whole in rich activities, stimulate students' interest in learning mathematics, feel the harmonious beauty of mathematics, and cultivate students' sense of cooperation.
Second, the target analysis
This lesson is the first time that students observe the contents of objects after they know the spatial directions of up, down, front, back, left and right in senior one. It mainly guides students to observe with their eyes, describe with their mouths, experience with their hearts, experience the process of knowledge generation, formation and development, learn to recognize the shapes of simple objects observed from different directions, and help students establish a preliminary concept of space.
Third, teaching focuses on difficulties.
Teaching emphasis: realize that the shapes of objects observed from different positions may be different, and initially understand the relationship between parts and the whole.
Teaching difficulty: correctly identify the shape of objects observed from different sides.
Fourth, teaching preparation.
Courseware, four pictures of panda dolls, one panda doll and tea urn in each group.
Teaching process of verbs (abbreviation of verb)
(A) create a situation to stimulate interest in the introduction
1. The story is exciting.
(1) courseware playback: the blind touch the elephant.
(2) Question: Why do students find it funny? Are the elephants they see really different?
(3) Student communication: These blind people only touch a part of the elephant, so they can't tell the whole picture of the elephant.
Reveal the topic
In life, how should we observe objects, so as to make realistic judgments. In this lesson, we will learn to observe objects. (blackboard title: observing objects)
The problem of design intention is the starting point of exploration. At the beginning of this lesson, children are familiar with the story situation, aiming at inducing students to have problem consciousness and activating their thinking. In interesting stories, students initially feel the relationship between the part and the whole, not only entering new knowledge with a happy mood, but also laying a good starting point for learning new knowledge.
(B) observation of practice, independent construction
Put the panda doll in the middle of the table, and the students sit around in four directions: front, back, left and right.
1. Positioning observation, establishing appearance.
(1) First observation: Every student is observing the panda.
(2) Intra-group communication: What side of the panda do you see? From which position was it observed?
(3) lecture report: assign four students as a group and take turns to talk about what pandas they saw, and the teacher will prompt them in time.
(4) Question: You are looking at the same panda doll. Why do you see something different?
2. Make a comprehensive observation and enrich the appearance.
Is that so? Next, let's change the position and observe, shall we?
(1) Re-observation: Students in each group go to the other three positions in turn clockwise for observation.
(2) Communication and reflection: Which side of the car do you see now? Why is it the same as before?
3. Focus on observation and deepen the appearance
(1) Comparative observation: The pandas just seen in two places seem to be similar. Please go to these two locations again for observation.
(2) Question and analysis: Are the left and right sides of the panda you see the same? What is the difference?
(3) Clear understanding: Guide students to distinguish according to the bow worn on the panda's right ear, and explain whether the panda's face and limbs extend to the left or right.
The design intention is based on the panda doll that students are familiar with. Through observation, comparison, thinking and communication, students' thinking is stimulated in situational activities, activated in imagination activities and constructed in reasoning activities, helping students to establish clear representations and make full preparations for the next link.
(C) the use of imagery, development ideas
Just now we observed pandas in different positions, and the teacher came to test you. Example 1 scene diagram:
1. Scenario simulation
(1) Take a look: According to the situation map, please ask four students in each group to stand in Xiaoming's position and see what Xiaoming the panda sees. Take a look at the positions where Xiaohong, Xiao Fang and Liang Xiao are standing.
(2) Think about it: Let the students think quietly about what the pictures seen by the four students in the picture above look like.
Use appearance
(1) said: The teacher posted four pictures of pandas from different sides on the blackboard. The students said who saw the picture below. The teacher wrote the names of four students on the blackboard according to the students' answers.
(2) Discrimination: Courseware can show a panda photo in the above picture at will, and judge which seat you saw it in. Please take your seats quickly later.
3. Autonomous migration
Make it clear: where else can you observe except from the front, back, left and right? What will you see? For example, from above, you can see the head of a panda doll. Wait)
4. Reflection and promotion
(1) Enlightenment Reflection: What did you find through the observation just now?
(2) Induction and generalization: The same object, observed from different positions, will get different results. Blackboard writing: Different observation positions lead to different shapes.
The design intention is to help students understand the positional relationship between the observer and the panda in the activity through scene simulation, method transfer, imaginative reasoning and other forms, so as to better realize the transformation from the physical object to the morphological map, clarify the corresponding relationship between the plane figure and the three-dimensional figure, and then preliminarily understand the relationship between the part and the whole, and establish the concept of space.
(d) contact life, application and development
1. Love
(1) The courseware is as follows: (Do it on page 68 of the textbook)
(2) Observation and reasoning: Which side of the big truck do the four students in the picture see? Which picture is on the right?
(3) Independent answer: Students contact each other in the book, then report, and the courseware shows the answers.
2. One stop at a time
(1) Free observation: The leader of each group replaced the panda doll on the table with a teapot, and each group of students walked around the teapot, thinking about the shape of the teapot observed at each position while walking.
(2) Activity judgment: The courseware shows the pictures taken at the front, back, left and right positions of the teapot. Students think about where they can see this side and immediately stand in the corresponding position.
fill (up) a vacancy
(1) The courseware is as follows: (Exercise 16, question 4)
(2) Imaginary reasoning: There are three students standing in the position where the three serial numbers are located, taking pictures of Tiananmen Gate. Where were the three photos on the right taken? Please fill in the corresponding serial number in brackets.
(3) Communication report: After the students answer, the photo serial number is displayed.
guess
(1) The courseware is presented in turn: the back of computer, the bottom of plate, the top of teapot, the back of rabbit, the side of piggy bank and the front of alarm clock.
(2) Make a bold guess: What object might it be? Which side of the object are they?
The design aims to enable students to activate their experience reserves in real situations and experience the process of applied mathematical analysis and problem solving. Bold guessing and reasonable reasoning make students' mathematics learning full of intellectual challenges, loaded with rich experience, and learn to think and feel the beauty of mathematics.
(5) class summary, transfer and extension
1. Talking about harvest
2. Nodular extension
The same object, observed from different positions, will get different results. In the future, we can't look at things only from one aspect, like the blind man in the elephant. This is not accurate. We must observe things from all aspects in order to fully understand them.
The conclusion at the end of class echoes the beginning of class, consciously guiding students' thinking from class to class, improving students' ability to understand things with mathematical thoughts, infiltrating dialectical materialism and feeling the charm of life mathematics.
3. The teaching plan of "observing objects" in the second grade of primary school mathematics
Teaching objective: 1. Through the practice of this lesson, students can correctly distinguish the shapes of simple objects observed from different positions, and let students know that when they observe the same object from different directions, the shapes they see may be different.
2. Let students feel the beauty of symmetry and penetrate aesthetic education.
Teaching focus:
Cultivate students' spatial imagination.
Legal learning guidance:
Students' activities are combined with teachers' guidance.
Teaching AIDS:
Everyone prepares a small mirror.
Teaching process:
First, review and review
Tell me what you have learned in this unit.
What do you know from studying these contents?
Second, layered practice.
1, exercise 16 1.
(1) Students do it independently.
(2) Tell me how you did it?
(3) What do you know through the practice of this problem?
2. Exercise 16, question 2.
Where did you see the following three pictures? Fill in the corresponding serial number in brackets.
3. Exercise 16, question 3.
Ask the students to observe the math book from different angles and tell them what they see.
Then connect to the book.
4. Exercise 16, question 4.
Look at the pictures prepared by the teacher and see where they were taken. Fill in the corresponding serial number in brackets.
5. Exercise 15, question 5.
(1) Students do it independently.
2 tell me about your judgment?
Third, the class summary
What did you learn by doing exercises?
Looking at the same object from different directions, the shape you see may be different.
After observing objects, we should look at them from several directions.
Fourth, classroom testing.
Put another cube on the table and ask the students to answer the following questions.
(1) Is the shape you saw the same as last time? If not, please tell me the specific shape you see.
(2) Draw the shapes you see and check them one by one.
4. Reflection on the teaching of "observing objects" in the second grade of primary school mathematics.
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, exert 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 a life scene that students are familiar with, let students enter learning activities involuntarily, 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 drawn objects from different directions. Finally, through group cooperation and communication, they can learn from each other and realize that in real life, almost all objects are like this.
(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.
5. Reflection on the teaching of "observing objects" in the second grade of primary school mathematics.
Observing objects means observing 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. In view of the shortcomings in teaching, the following points are reflected and sorted out: First, the teaching goal is to correctly distinguish 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 are attending the class with the teacher's teaching, but in the' practical activities' of the observed objects in this class, because the time for correcting mistakes for students is too limited, some students have not finished correcting mistakes, but have been correcting mistakes without paying attention to the links behind the teacher. I will pay attention to leave more time for students to correct their mistakes in future teaching.
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".
After a class, you will always gain something. I believe that a harvest is a growth, and I will work harder in the future teaching!