Observing Objects is a difficult course in the fifth grade of primary school mathematics. So what? Below I have compiled the model essays for your reference.

Fan Wenyi

When I teach the content of observing objects, let students experience the process of observation, and experience that when observing objects from different positions, the shapes they see are different, and at most they can see three faces; Can correctly identify the shape of simple objects observed from the front, back, left and right. Cultivate students' hands-on operation and observation ability, and initially establish the concept of ffkj] space. At the same time, through students' activities, they can stimulate their interest in learning and cultivate their sense of cooperation and innovation. This lesson has several characteristics:

1. Activity is an important way for students to learn mathematics. It can not only stimulate students' interest in learning, but also help students to better understand and use knowledge. This lesson is more prominent in this respect. For example, in the activity of observing cartons, students are not simply asked to look and speak from the position, but are designed to experience the activities themselves. Not only did they gain knowledge, but more importantly, they enjoyed learning. For example, an introverted student actively observes the teaching AIDS brought by the teacher on the podium during class and tells his classmates what the shape he sees is different from that of his classmates. The atmosphere in the classroom was warm and active, and the students raised their hands and spoke in high spirits. 2. Provide students with intuitive and vivid learning materials, pay attention to students' hands-on operation, and let students experience the observation method themselves. For example, guess: show some photos of cars and judge whether they were taken from the front, side or above. Let each student observe the picture in combination with the real scene of the car and experience that the shape of the same object is different when it is observed from different positions; By playing with cuboids and guessing colors, students can further deepen their understanding of the front, top and side of objects. At the same time, students are encouraged to leave their seats, observe the cartons freely and tell the students around them what they see. Where do you stand and see which side of the carton? You can see three sides of an object at most. These operational activities fully reflect the democratic style of teachers and provide more space for students to explore, communicate and cooperate.

However, there are some things worth thinking about in this class: some students find it difficult to draw the shapes they see from the front, side and top. Considering the reason, it turned out that the students stood in front and looked at the side. I think if students are allowed to experience the front, back, left and right directions before class, I think students will not have the above problems.

Fan wener

After the course "Observing Objects", I feel that this class has the following highlights.

Highlight 1. Students have a desire to learn in specific situations.

According to the fifth-grade students' cheerful and lively personality, strong curiosity and thirst for knowledge, they are particularly sensitive to new things. I carefully designed a novel and interesting story situation at the beginning of class. "Eagles, monkeys and kittens have different views on the same object. Why is this? Who is right? " Use the plot in the story to firmly attract students' attention. It makes students naturally enter the learning state, and at the same time makes students' thinking activities in an exciting state, which opens the door for the smooth acceptance of new knowledge. Highlight 2: Students experience the happiness of success in cooperative inquiry.

In order to effectively mobilize students' hands, mouth and brain in class and create the best environment for multiple senses to participate in learning activities, I adopted the learning method of independent inquiry and cooperative communication. This also fully embodies the concept of "student-oriented". Give full play to students' dominant position. It provides more space for students to explore, communicate and cooperate. There are also students who can leave their seats and go to other group members for verification during their study activities. Another example is to ask students to remember and observe several faces of a cuboid with gestures. Attract the whole class to be proactive,

With pleasure, students can explore new knowledge, exchange new knowledge and finally acquire new knowledge.

Highlight 3: Students improve the innovative ability of audio-visual media.

The application of audio-visual media courseware in the teaching of this course not only improves students' interest in learning, but also reduces the difficulty of learning, thus achieving ideal teaching results.

First of all, the use of courseware makes the classroom illustrated and colorful, and makes boring learning interesting in a vivid and realistic teaching environment, such as the sound, shape and color of the story. Parade display during recess: With rhythmic music, watching the uniform parade has a new feeling of marching in neat steps.

Secondly, complex and abstract knowledge becomes vivid and easy to understand. For example, observing what kind of plane figure a cylinder lateral area is, students can understand it at a glance in space.

Finally, it has unlimited potential to broaden students' horizons, expand their thinking and stimulate their imagination and creativity. For example, opening up a place in the thinking of this class can really cultivate students' innovative thinking. Teachers are easy to teach and students are easy to learn.

Fourth, students recall what they have learned in the perfect blackboard writing.

A good blackboard writing, summarizing the outline, plays a finishing role in the teacher's explanation, and students can easily grasp the key and difficult points of knowledge through blackboard writing.

Good blackboard writing can also skillfully show the content of new lessons, bring students into new lessons again and recall new knowledge. It is convenient for them to understand what they have learned easily.

My blackboard writing presents the important content of this lesson with simple words and vivid lines, which largely replaces the complicated language explanation, saves time and greatly improves the teaching efficiency.

Although a lot of thought and brains have been spent before class, the pre-set things before class are inevitably inadequate or not very practical. For example, if cooperation is not a mere formality, real cooperation and exploration will take a lot of time, and then the practice session is short and time is not enough. Therefore, we should pay attention to designing flexible exercises when preparing, and we can end them at any time. For example, in the process of cooperative inquiry, the rules of the classroom are also difficult to grasp. You should be mentally prepared in advance, plan how to control it, and be aware of it. I also hope that you can give me more valuable advice so that I can avoid more mistakes in future classroom teaching.

Fan Wensan

In the teaching of this lesson, my teaching goal is to correctly identify the shape of simple objects observed from different positions * * * front, top and left * * *. At the same time, by rotating the object, let the students observe different faces of the same object.

First of all, stimulate interest to enter the new class.

At the beginning of teaching, I introduced riddles into new lessons. Let students feel the interest in learning mathematics in a relaxed and natural way.

When writing on the blackboard, deliberately misspell the word "body" of "object", so that students can find problems and praise them in time when they find problems, and let students observe the objects carefully to pave the way for careful observation of the objects. Let students actively participate in activities.

Second, in the inquiry, I found that

Show the cuboid boxes with the same opposite color to the students for observation, so that students can know that when observing an object, they may see one side, two sides and three sides of the object at a time. You can see at least one face at a time and at most three faces. Understand the front, side and top of objects without special marks on a secondary basis, emphasizing that the front is the side facing the observer; By observing the small medicine box, let the students touch it and experience it for themselves. Not only did they gain knowledge, but more importantly, they enjoyed learning. Let the students know that the front of an object with special marks like this is fixed.

Show the cars that students often see in the form of courseware, and ask students to tell where they were photographed. The classroom atmosphere is active and students' thinking is active, which fully mobilizes students' initiative and enthusiasm for learning.

Third, the feeling in operation

Mathematics teaching process is a special cognitive process. In this process, students are not only required to master abstract mathematical conclusions, but also to pay attention to the training of students' mathematical thinking and cultivate their mathematical ability. In the teaching process, through activities such as "swinging", "looking" and "thinking", we can get the knowledge and feelings about the shape obtained by observing objects from different angles.

By observing objects and demonstrating with courseware, let students know the shapes of cubes, cuboids, cylinders, cylinders and spheres from the front, top and left, and demonstrate with courseware to deepen their memory. On the basis of learning an object, learn to put two objects together and observe them from different sides, and say the observed figures, so that students can initially perceive three-dimensional figures and develop their spatial imagination.

Fourth, use new knowledge to stimulate interest.

Consolidate new knowledge in time by filling in the blanks, connecting and guessing. Use group cooperation to help break through the difficulties in teaching and observe what kind of graphics two objects will get from the front, top, left and right. Using guessing game activities to expand the knowledge of this lesson, I found that this interactive game is very popular with students. The instructional design that looks like a game is actually a flexible practice method.

Fifth, the teaching is insufficient.

Through teaching, I think there are the following shortcomings: 1, thoughtlessness, lack of foresight, and failure to try the courseware in advance. Due to the different ratio of computer and projection screen, it is found that the rectangle of courseware has become a square and the circle has become an ellipse in the teaching process. The change of courseware graphics is inconsistent with the change of teaching design, which leads to the inconsistency between physical observation and courseware demonstration, and it is difficult for students to understand what they have learned. 2. The teaching language is not concise enough and the expression is not accurate enough, so it is difficult for students to master knowledge. 3. The time allocation in the teaching process is unreasonable, the whole class time appears loose before and tight after, and the teaching process time is not in place. As a result, the teaching time is not enough and the class is delayed. 4. The ability and skills to deal with emergencies need to be further studied and improved.