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Teaching design of unit 2 "observation (2)" in the second volume of the fourth grade of primary school mathematics people's education edition
Observe objects in class 1 (1)? ? Teaching objectives? ? Knowledge and skills: By knowing the shape and relative position of simple objects observed from the front, right and above, we can further deepen our understanding of the relationship between objects and views. ? Process and method: In the process of observation, operation and thinking, we will enhance our interest in "space and graphics" and gradually form positive mathematics learning emotions. ? Emotion, attitude and values: cultivate the initial spatial imagination and reasoning ability. ? What are the difficulties in teaching? Key points: understand that "observing objects with different shapes from different positions may produce the same or different view shapes;" Difficulties: Understanding that "observing objects with different shapes from different positions may produce the same or different view shapes. ? Teaching content? Primary school mathematics people's education edition fourth grade volume 2? Observing objects (2) Page 13

Prepare ballot boxes, cubes, courseware, onion micro-lesson videos, page turning pens, rulers, pencils and teaching drafts. ? Teaching process? First, check and review, introduce new lessons? Have students ever observed objects? How do we usually observe objects? From what angles can you observe objects? Observing objects from different angles will lead to different observation results; The angle of observation can be front, top and right ...) In this lesson, we learn to observe objects. Blackboard: Observing objects? Second, self-study, ask questions and explain 1. Observe the ballot box. (1) Do you know what this is? Let's observe together. Can you point out the front, left and top of this ballot box? (Student point) (2) Looking at this ballot box from the front, left and top, what shape do you see? Let the students think about what shape it is first, and then let them observe. (3) reporting and communication. The teacher's courseware shows the shapes seen from different angles. ? Third, cooperative exploration? Highlight the key points? ? Learning example 1: (playing onion video teaching)? Show view 1: How many small cubes does this picture consist of? Can you release this picture after reading it? (Students work in groups and distribute small cubes to students) What shapes do you see from the front and left of the cube? Draw them on square paper respectively. Is it the same? Are you also like our classmates Xiao Hammer, Dog Egg and Triangle King?

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Communication: What did you find?

(The same object can get different shapes from different angles) Fourth, class exercise (1) Take out your pencil box and tell your deskmate what these shapes are from the front, right and top. (name 1-2 student)? (2)P 13 do it. ? 5. homework? Page 8 of the homework? Sixth, the class summary? In this lesson, we learned about object observation together. What did you observe? (The teacher guides the students to summarize)? ? Vii. Observation of blackboard design objects (1)

Seen from the front:

Seen from the left:

Seen from above:

Summary: The same object has different shapes from different angles.

Teaching reflection: 1. This course is mainly taught in the form of group cooperation. Through students' cooperative exploration and mutual communication, we can give full play to students' main role and arouse their learning enthusiasm. 2. Help students to establish the concept of space. It is very important to establish the concept of space in the teaching of geometry knowledge. Abstracting physical graphics from physical objects is an effective way to help students establish the concept of space. When teaching, first show the object and let the students go to different positions to see its shape. When they stand in different positions, they can see different shapes. They can see at most three faces of an object, and know the top, front and side of the object from the faces. 3. Let the students observe and imagine, express their opinions and tell the shape of the object seen from a certain direction. Because students sit in different positions in the classroom, they can't see the left and right sides of the cube at the same time. Therefore, using this resource, let students ask questions skillfully, let them have doubts in observation and form feelings in doubts. Students who play "onion micro-lesson video" learn to enjoy it. They not only know the front, side and top of the object, but also feel that the observation position determines the observation result, which creates a relaxed and happy atmosphere for later study.