1, so that students can identify the shapes of simple objects observed from different positions and correctly judge the position of observers according to the shapes they see.

2. Through observation, comparison, identification, imagination and other activities, let students realize that when observing objects from different positions, the shapes they see may be different (or the same), and cultivate students' dialectical and meticulous mathematical thinking habits.

3. Cultivate students' good study habits of observing carefully, listening carefully and speaking boldly.

Emphasis and difficulty in teaching

Teaching emphasis: I realize that observing objects from different positions may lead to different shapes; Can recognize the shapes of simple objects observed from different positions.

Teaching difficulty: being able to recognize the shapes of simple objects observed from different positions.

teaching process

First, thinking collision, leading into the theme.

Teacher: Students, the teacher wants to tell the students a story about a blind man touching an elephant.

Once upon a time, there were five blind people who had never seen an elephant. The first man touched his nose and said, An elephant is like a curved tube. ? The second man touched his tail and said, An elephant is like a thin stick. ? The third man touched his body and said, An elephant is like a wall. ? The fourth man touched his leg. He said:? The elephant is like a thick pillar. ?

Students, the same elephant, why do four people say different things?

(Biocommunication) In fact, combining four people is the true face of the image. It seems that when we observe objects, we should observe them from multiple angles and in all directions.

Teacher: Today we will learn to observe objects (blackboard writing topics) from different positions.

Second, cooperation and exchanges, independent exploration.

(a) the front, side and back of the initial perception.

1, the teacher turns the body to let the students feel the front, side and back.

2. Show the toy dinosaur, and let the students simply perceive the front, side and back of the dinosaur.

(2) Observe toy dinosaurs from four different sides.

Courseware demonstration observation requirements:

A. observe and think quietly.

B, ask four students to observe and report. I'm on the side of the dinosaur, and I see the dinosaur's (). .

1. On-site observation, communication, roll call report.

2. Observation in place: Four students move one seat clockwise at a time until they return to their original positions. Communicate and report every time you change seats.

Discussion: What did you find after observing dinosaurs from four different positions?

On the basis of students' answers, it is concluded that observing objects from different positions will lead to different results.

3. Teacher: Students, the teacher also took pictures of dinosaurs before class. This slide shows three pictures of dinosaurs in turn. Students carefully observe and think about which direction it is going.

4. Try to consolidate the report through roll-call practice and evaluate it by the whole class.

(3) Observe the upper and lower levels of mathematics textbooks, and know the objects perceived up and down.

Teacher: Besides the front, back, left and right, what other directions are there?

Health: Up and down. Teacher: Guess which direction they saw it from? Match an exercise up and down.

Third, expand the problem and improve the inquiry.

Teacher: By observing dinosaurs and math textbooks, we can all draw a conclusion: observing objects from different positions leads to different results. Do we have to do this?

Teacher: The teacher took out the cup and moved it clockwise, observing it from different positions.

Teacher: After observing the cups from different positions, do you have any findings that you want to share with us?

Health: When you look at the cup from different positions, you see the same thing.

Guide the students to conclude that observing objects from different positions may get the same or different results.

Third, consolidate practice,

1, photo exhibition, linking:

According to the little monkey:

According to the rabbit:

2. From which direction did you see the following pictures?

3. Where did you see the following figures?

Company after company.

4. Lianlian, which direction did you watch TV from? Tell me which direction you saw TV.

Fourth, the whole class summarizes and extends after class

Teacher: Is there anything you want to share with us through this lesson?

Teacher: Children, through this lesson, we know that observing objects from different positions may get different results.

Blackboard design: the results of observing objects from different positions may be different.

Observation object teaching plan (2) teaching objectives

1, knowledge and skills: Through practical operation, I initially realized that the shapes of objects seen from different angles are different, and I learned to correctly judge the position of observers according to the shapes I saw.

2. Mathematical thinking: Students analyze and solve problems through a series of logical thinking such as observation, comparison, practical operation and imagination, so as to develop students' initial concept of space and clearly perceive that mathematics comes from life.

3. Problem solving: enable students to observe things in life with observation, comparison, practice and other skills, and have curiosity and interest in things.

4. Emotion and attitude: in the process of inquiry learning, stimulate students' enthusiasm for learning, cultivate students' ability of independent, inquiry and cooperative learning, as well as the ability of observation and generalization, and promote the development of students' mathematical thinking.

Emphasis and difficulty in teaching

Teaching emphasis: observe the shape of simple objects from different sides through physical observation.

Difficulties in teaching: By observing objects from different angles, we can initially perceive the relationship between the part and the whole. Cultivate students' concept of space.

teaching tool

Courseware toy

teaching process

Import scene

1. Show the same picture one by one, but at different angles. Let the students guess what it is.

2. (according to the order of the pictures, some students may say: it's a blue ball; Piggy bank; Little rabbit)

When you look at an object from different positions, what do you see? theme

Explore new knowledge

1. Learn Example 5 on page 58.

Please take out the teddy bear and put it on the table. Look at the shape of pandas sitting in groups on the seats you see.

3. Communicate and report the shapes you see.

4. Why do pandas have so many different shapes?

Because we look at it from different angles.

6. Observe in another place. Tell me about the panda shape seen on the new seat.

7. Reporting and communication

8. Take out your favorite toys, one by one, and sit in your seat and observe them carefully. Say the shape you see.

Subject exercise

1. Who has seen these photos? Line up the people who see which side of the car.

2. Show pictures of the Monkey King from different angles and tell me which side of him it is.

Expand and promote

1, picture of courseware title.

2. Let the children observe carefully and tell us what angles they took pictures of the lion.

3. Ask the children to introduce their own observations.

4. Complete the 68-page exercise.

Summary after class

1. What did you gain today?

2, teachers and students summary:

A, correctly judge the observer's position according to the seen shape.

Correctly recognize the shapes of simple objects observed from different positions.

Write on the blackboard.

Observe an object