Three teaching plans for mathematics observation objects in the first volume of the second grade of primary school in Jiangsu Education Edition

# lesson plan # introduction lesson plan is a practical teaching document designed and arranged by teachers in terms of teaching content, teaching steps and teaching methods in order to carry out teaching activities smoothly and effectively according to curriculum standards, teaching syllabus and teaching materials requirements and students' actual situation. KaoNet has prepared "Three Teaching Plans of Mathematics Observation Objects in Grade Two of Primary School by Su Jiao Edition" for your reference!

Tisch

Teaching objectives:

1. Let the students observe the real thing, and let the students know that the shape of the object is different from different angles; Can recognize the shapes of simple objects observed from different positions. Cultivate students' spatial similarity ability and develop spatial concepts.

2. Experience observing the shape of objects from different positions and understand the relationship between parts and the whole.

3. Stimulate students' interest in learning mathematics, cultivate students' sense of cooperation, and experience the connection between mathematics and life.

Teaching emphasis: In actual observation activities, I feel that the shapes of objects observed in different positions are different.

Teaching difficulty: correctly identify the shape of objects observed from different sides (left and right).

Teaching preparation:

Each group: four Chinese books (or other books), dolls, four photos of Chinese books taken from four different angles, and four photos of dolls taken from four different angles;

Teacher: Carambola, four photos of Chinese reading, four photos of students from different angles, and some photos of daily necessities from different angles.

Teaching process:

First of all, exciting introduction:

Do the students know this fruit in the teacher's hand? Yes, carambola. Today, the teacher told us a story about painting carambola.

The story of drawing carambola: One day, the art teacher brought carambola for everyone to observe carefully and draw it. Naughty also drew one. The students laughed at him and said: this is not a carambola, it is a five-pointed star!

The teacher went over and took a look. Not only did he not criticize naughty, but he also praised his careful observation. Students, do you know why? Seen from both ends of the carambola, it looks like a five-pointed star.

Carambola sees different things from different angles, so do other objects see different things from different angles? Today we will learn together: observing objects.

Second, explore the experience

1. activity 1: observe the object and find the picture (experience different scenes sometimes appear when observing the object from different angles).

(1) Look for photos: There are four Chinese books and some photos on each group's desk. Four students are sitting in different positions. Please observe carefully from your position, and then find out the images you observe from these pictures and put them in front of you.

(2) Report: Ask a small group of students to report on stage.

Tell me where you are sitting first, and then tell me which side of the Chinese book you saw and which photo you chose.

These two photos are both side views. Is there any difference between these two profiles?

(3) Discussion: The teacher has a picture here (taken from the above picture). Let's discuss from which angle it was taken. Which of the four students stood up and saw the same picture?

(4) Ask the team leader to collect the books and photos in the drawer.

2. Activity 2: Judge the camera angle according to the photos.

(1) The teacher took some photos for a classmate in our class. Let's see who it is. Please bring this classmate out. Please guess from which angle these photos were taken. Please come up and stand in the corresponding position.

Show me the front and back first.

After the third student went to the stage to find a position, he asked the following students: Is he looking for the right position? How do you judge?

Show the fourth photo and ask: This is also a profile photo. Was it taken at the same angle as the third one? what do you think?

(2) Xiaoming and others are also taking pictures of small animals. Let's go and have a look! Book: 67 pages, for example 1.

Three people took pictures of the little dinosaur from three different angles. Who took the following three pictures? Please write the name of the little photographer under the photo.

Which side of the little dinosaur was this photo taken? Who took it?

(3) After taking pictures of small animals, they are attracted by the van outside the door.

Three people observed the truck from three different angles. What does the truck look like in their eyes? Please contact the corresponding picture below. Book 70 pages, complete the first question.

Put the book away after the projection is corrected.

Consolidation exercise

(1) Put the concrete object in the right direction according to the photo:

These animals are so cute that the teacher can't help taking some pictures of animal toys. There are four photos in each group of white envelopes, which were taken by Mr. Wang from positions 1, 2, 3 and 4 respectively. Ask the team leader to send it to the corresponding team members according to the serial number on the back of the photo. Then please put the doll in the correct position according to the picture in your hand, and make sure that after the doll is put away, what each student observes is the same as that in the picture.

Report: Please tell a classmate where your little animal's face faces (where your little animal's face faces)?

(2) Look at it from another angle: Do you want to look at the doll from another angle? Then let's play the game of finding seats. Let the group leader combine these four photos, wash them and send them to everyone at will, and then let everyone find a suitable seat according to the photos sent by the group leader. There are three points to note: 1. The doll can't move; 2. Can't look at the digital tips on the back of the photo; Find your hand and kneel on the ground. See which group can find it quickly and well.

Review: Did each student find a suitable observation angle? We can test it like this. If you are sitting in the same position as the number on the back of the photo, you have found the right one. Turn it over. Please raise your hand if all four people find the right group.

(3) Turn the doll to change seats: the little doll is very tired when sitting in one direction. Ask the team leader to help the dolls change direction and make them face XX. Now the little doll has turned around. Students look at the photos in their hands and observe the dolls. Can you still sit still? Think about where you should sit. Please find the corresponding seat according to the photo.

Tell me how your seat has changed.

Restore your seat, and the team leader put away the photos and dolls.

Third, consolidate and expand.

(1) Guess the object according to the photo (understand the relationship between the part and the whole of the object).

Do students like guessing games? Let's play a guessing game. Teacher Wang took photos of some objects from different angles. Ask the students to guess what the object is according to the photos (show the photos of lemons taken from one angle, and some students guess oranges). It seems that sometimes we are not sure from one angle, so let's try another one from another angle.

(Cup) (refrigerator, washing machine) (schoolbag) (pencil box) (hippo, elephant) ... Ask at the right time: From which angle was this photo taken?

(2) Students are really smart. Speaking of elephants, Miss Wang told the students a story about touching elephants:

Once upon a time, there were five blind people who had never seen an elephant. They didn't know what it looked like, so they decided to touch it. The first man touched his nose and said, "An elephant is like a curved pipe." 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 and said, "An elephant is like a thick pillar."

1 classmate, the same elephant, why do four people say different things? In fact, the combination of these four people is the real appearance of an elephant. It seems that when we observe an object, we should observe it from multiple angles and in all directions, and pay special attention to the details in the process of observation, so as to be more accurate.

Fourth, class summary.

It seems that when we observe an object, we should observe it from multiple angles and in all directions, and pay special attention to the details in the process of observation, so as to be more accurate.

Talk about what you have learned in this class.

extreme

Teaching objective: 1. Through observation and comparison, let the students know that the shape of the object is different in different positions. To fully understand the characteristics of objects, they need to observe from all angles and learn to correctly judge the observer's position according to the shape they see.

2. Make students form a preliminary concept of space in the process of observing objects, improve their ability to solve problems, feel the relationship between parts and the whole, and infiltrate the dialectical thought of observing things comprehensively.

3. Cultivate students' initial listening habits and cooperative consciousness.

Teaching focus:

Experience different positions, observe objects and see different shapes of objects.

Teaching difficulties:

Go through the process of abstracting simple plane graphics from actual objects.

Teaching process:

First, import

Story introduction

On Sunday, retired grandpa Zhang took his little grandson Huanhuan, and Mingming and his granddaughter Jingjing went to the zoo to see elephants. As soon as he entered the gate, Huanhuan took Grandpa Zhang to the elephant garden. Grandpa Zhang said, "Alas, I am old, I can't walk and my eyes can't see clearly. I will sit at the door and wait for you. This elephant, tell me when you see it! " "All right, all right!" The three men quickly agreed to run to the elephant park.

Huanhuan hurried to the elephant and looked at it. He shouted to his grandfather, "Grandpa, Grandpa, elephants have two big eyes, a long nose and two ears like two big fans."

Mingming ran behind the elephant and said loudly, "Grandpa, the elephant is like two pillars supporting a door with a swinging whip on it."

Jingjing walked unhurriedly to the elephant and said, "Grandpa, in fact, the elephant is like a wall on four pillars."

"ouch!" Grandpa Zhang said, "Children, you have confused me. As far as I know, elephants all look the same. How can they be different? "

Question: Children, all they see are elephants. Why do they introduce grandpa in different ways?

Can you tell me from which side they observed it? (Blackboard: Front, Back and Side)

Question: Although they are all elephants, they see different shapes because of different observation positions. This is the observation object we are going to learn today. (blackboard writing: observing objects)

Second, organize activities, guide observation and build new knowledge.

(1) standard observation value

Dialogue: (showing a toy cup) What is this? Health 1: water cup (water cup)

Teacher: By the way, this is a water cup.

First, let's look at the water cup.

Refers to the main part, that is, the cup body. We can call it a cup.

Point to the handle This is the handle of the water cup.

The teacher prepared a water cup for each group of children. The teacher stipulates here that the position where the child sits facing the blackboard is in front of the water cup, that is, the side with the picture of the small fish. Can you tell me where the back of the water cup is and where the side of the water cup is?

Health 1: ... Health 2: ... Health 3: ...

Teacher: Good. Now please look carefully. Which side of the glass are you standing on? What do you see in the water glass?

Health 1: ... Health 2: ... Health 3: ...

(2) transposition observation 1:

Please remember what the cup looks like in your mind. The two groups of children on the opposite side exchange the position where you stand, instructing one group of children to change positions and the other group to change positions with you.

Transposition requirements: quiet and fast.

Now the children are looking at the water glass again. What do you see in the water glass? Is it different from what you just saw?

Health 1: I saw the cup body and handle, but the position of the cup body and handle is opposite to what I just saw.

Health 2: I only saw one side of the cup. This time I only saw the cup body, but I didn't see the handle.

Health 3: I saw the side of the cup, too. This time I only saw the handle of the cup, but I didn't see the cup body.

Teacher: Close your eyes and think about the difference between these two observations.

(3) Standard observation 2

You are really capable children. We invite the children at position 1 to position 2 and the children at position 3 to position 4. Which side of the cup is this? Side. Please watch carefully. What do you see in the cup now?

Health: I see the handle like a line, and I also see the cup. Health 2: I only see cups.

Teacher: Why didn't you see the handle?

Health: When I was facing the cup, the cup blocked the handle of the cup. Let's invite a few more children to speak. Try to make the child complete and describe it clearly.

(4) In-place observation 2

Teacher: Great, these secrets have been discovered by you, children. Do you still want to see the position of the child opposite?

Student: Yes.

Teacher: Let's see which group of children switch places fastest and quietest. The children in these groups were very good, and soon changed their positions according to the teacher's requirements. Have begun to observe carefully. Can you say what you saw again?

Health 1: ... Health 2: ... Health 3: .....

Through the study just now, children have a certain understanding of observing objects. Let's play a game, ok?

(5) the game, grab the position

Teacher: Do you want to play games, children?

Student: Yes.

Teacher: OK, let's play a game of finding a position with what we have just learned. The teacher announced the rules of the game.

Show the orientation map of the cup and let the children quickly find the position where they can see this figure. There are four figures from front, back, left and right in turn. )

The teacher summed up the game process.

Third, consolidate the practice.

1. The courseware shows a beautiful car, which attracts many people, Belle, sister and Yang Yangyang. Please point out which side of the car 1.2.3.4 you saw and who saw it?

Students think independently.

Ask the students to report the completion.

2, independently complete the math book example 1.

(1) Students do it independently.

(2) Students report the completion and give reasons.

Four. activity

1, please ask a child to be a small photographer and finish the photography work.

Teacher: What is this uncle doing? Health: photography, photography. (Courseware shows photos)

Teacher's Guidance: Son, do you want to be a photographer? If you are a photographer, I want to take a positive picture. Where should you stand to get it? What about the back? What about the side?

Health: the front photo should be taken on the front, the back photo should be taken on the back, and the side photo should be taken on the side.

Please hire a small model and a child to be a small photographer, and complete the photos according to the requirements just put forward to see if his position is correct. We can let more children play this role.

2. Say, where was the following photo taken?

Show the photos of the head teacher familiar to the children and ask the students to say which side to look at.

Verb (abbreviation of verb) abstract

Teacher: Say, what did you gain from this class today?

Ask the students to stand up and talk about their gains.

The teacher used the last paragraph of teacher Zhang Ke's class record to inspire students to be a serious and responsible person in life and study.

Tisso

Teaching objectives:

1, let students learn to observe objects from different angles, realize that they can see different views from different angles, and learn to judge the observer's position according to the views.

2. Develop students' initial concept of space through observation, comparison, identification and imagination.

3. Let students feel the connection between mathematics and life, and cultivate students' positive emotions in learning mathematics.

Teaching process:

First, observe the photos and activate the related life experience.

1, talk introduction, observe photos.

Do you like taking pictures, little friend? Teacher, here are two photos. Do you know where they were taken? Print two photos taken from the front and back of the classroom in turn on the screen, let the students identify them and see what is the difference between them. )

2. Think about it: I got into the same classroom. Why are the photos different? Inspire students to imagine the photographer's position. )

3. Draw a conclusion: In the same classroom, standing in different positions and taking photos from different angles, the photos obtained are different.

[Comment: By observing two different photos taken from their own classrooms, let students have a preliminary experience of observing objects from different angles with the help of their existing life experience, and they will see different looks. ]

Second, observe the real thing and experience it for yourself. You can see different views from different angles.

1, take a picture of the bear.

(1) Instructed photography: Let the bear sit in the center of the desk, and let the students build a frame with their thumb and forefinger to represent the camera. Take a picture of the bear with this camera, and then take a picture when you see it clearly.

(2) Taking photos on the spot:

First, choose a favorite angle to take a picture of the bear, think about what this picture will look like, and print it out in your mind.

Then take some photos of the bear from different positions from another angle: front, back, left and right. Think about what these photos will look like and print them all in your mind.

[Comment: Guide students to participate in actual observation activities in the form of simulated photo games. In the process of activities, pay attention to stimulate students' interest and guide students to participate. Through purposeful guidance and hierarchical activities, help students gradually learn how to observe objects from different angles; By guiding students to think about photos and print them in their own minds, students are instructed not only to observe carefully, but also to pay attention to what they observe, thus improving the effectiveness of observation activities. ]

(3) Identify photos: print the photos taken by the bear in front, back, left and right order on the screen. Ask the students to judge where they have been taken and stand in the corresponding position. When students have difficulty in identifying the photos taken on the left and right sides, guide them to the left and right sides of the bear to observe again and compare the photos taken from these two angles. Remind the students which direction the bear's face faces. After observing and comparing again, let the students make a new judgment and stand in the corresponding position.

[Comment: Let students judge the shooting position according to the photos and stand in the corresponding position, which can not only further stimulate students' interest, but also help students to participate, and also facilitate teachers to understand students' observation and identification in time and give targeted guidance. It is difficult to distinguish the photos taken on the left and right sides in teaching. To break through this difficulty, we should pay attention to let students observe again with confusion, guide them to change from paying attention to the overall image observed to paying attention to local changes, and gradually understand the difference between the two. ]

2. take pictures of kittens.

(1) shows four children taking pictures of kittens in different positions, four different photos. Ask the students to judge who took these photos. Link to the book.

(2) inspection results.

[Comment: With the experience of shooting bears above, it is not difficult for students to solve this problem. By connecting the students in the book, let every student participate, and let them use the experience gained in the above observation activities to imagine and judge. ]

3. Observe the teapot.

(1) Ask the group leader to take out a teapot and put it in the center of the desk according to the direction specified by the teacher.

(2) Guide students to observe carefully from different angles and keep what they see in mind.

(3) Print out the scenes of four students observing the teapot from front, back, left and right respectively on the screen, showing four different views. Ask the students to judge who saw it and connect them in the book.

(4) communication within the group, the whole class review and check the results.

[Comment: After students initially learn to observe objects from different angles, by observing the changes of objects, let students participate in the actual observation activities again, and further understand that observing objects from different angles will produce different views. ]

4. Observe the teapot and teacup.

(1) Please take out another teacup and put it next to the teapot.

(2) Guide students to observe their positional relationship in their own position.

(3) From your own position, tell each other in the group which side of the teapot the teacup is on.

(4) Ask a group of students to report the observation results. Discussion: Did the four children see the same thing? Why is it different?

[Comment: The observed object has developed from a single object to a combination of two objects. By asking students to observe and exchange observation results in groups, we can see that the positional relationship between objects seen from different angles is also different. ]

5, reflect on the summary, deepen the experience.

(1) Just now we observed some objects together. Think about it. How do we observe them?

(2) What did you find in the process of observing objects?

[Comment: After the students have experienced the activities of observing the object for three times, guide the students to reflect, further elaborate the experience gained in the process and activities, and form a clearer understanding and deeper experience. ]

Third, observe the picture and imagine the scenery from different angles.

1. Show the building photos, indicating that it is a rectangular building.

2. Guide students to imagine what they will see from the front, back, left and right of the building.

3. Talk to each other about the imaginary result in the group.

4. Show four pictures and let the students decide where they saw them.

[Comment: Let the students imagine the front, back, left and right views of the building according to the photos of the building. Because it is impossible to make actual observation in class, students need to comprehensively use the experience gained in previous observation activities and related old knowledge to develop a reasonable imagination, which needs to be supported by a certain concept of space, which is a challenging task for first-grade children. This task is put forward to students here, mainly to provide an opportunity to promote the development of students' spatial concepts. On the basis of students' imagination and exchange of imagination results, various viewpoints are put forward, which on the one hand allow students to make choices and judgments, on the other hand provide feedback for students' imagination activities. ]

Fourth, expand and extend, and guide students to continue to observe after class.

What else do you want to observe? Ask the students to find some objects by themselves after class and observe them from different angles to see what they will see. Communicate the results with your classmates.

[General Comment: The design of this course highlights the following two aspects:

1. Carefully design students' activities, so that students can gradually learn observation methods and accumulate activity experience in actual observation.

Designers carefully study the teaching materials and carefully design student activities on the basis of accurately grasping the writing intention and teaching requirements of the teaching materials. The form of activities should be lively and can arouse students' interest. Every observation strives to achieve a clear purpose, timely feedback, as far as possible to let all students participate, so that students can get real experience in the activities.

2, based on the use of teaching materials, respect for teaching materials but not rigidly adhere to teaching materials.

Activities at all levels are basically carried out according to the materials and activity clues provided by textbooks, but in the specific design and organization of activities, we can break through the textbooks, carry out some deeper excavation and refined treatment, respect the textbooks and pay attention to the creative processing of the textbooks, so as to achieve better teaching results. ]

Teaching objectives:

1, so that students can learn how to describe the plane position of an object in a specific situation, or determine the object according to the plane position.

2. Cultivate a preliminary concept of space.

3. Let students realize that there is mathematics everywhere in their lives, and they have a sense of intimacy with mathematics.

The emphasis and difficulty of teaching: make students learn how to describe the plane position of an object in a specific situation, or determine the object according to the plane position.

Prepare teaching AIDS: wall charts and multimedia courseware.

Teaching process:

First, the introduction of new courses.

Today, the teacher wants to visit the animal school with our children. Are you happy?

Second, the teaching chart

1, show examples and organize students to observe.

Look at what the little animals are doing. (Small animals are queuing up to do exercises)

Teacher: The little monkey told us that it was standing in row 1, 1. The bear told us that it was standing in the third row.

Children, can you tell us what they told us? (location)

2. Courseware demonstration: Which row is the rabbit in?

Q: How did you count to the fourth row and how did you count to the second row? )

Teacher: It seems that all the small animals have their own places to queue up for exercises, and they are all representatives in the first row.

3. Courseware demonstration: Can you tell the location of other small animals?

(Choose 2 -3 children to choose small animals freely, and talk about their positions)

4. Talk to each other at the same table about the location of small animals.

Third, try teaching.

Children, small animals have their place in doing exercises, so do we have our place in the classroom?

1, the teacher gave the children a clear group.

2. Tell a student's name directly and let other students tell him where he is.

If there are any mistakes, please ask your classmates to help you correct them. )

Q: How is the fifth group calculated? What about the third one?

3. Ask students to exchange their positions (the teacher organizes students to communicate collectively).

4. Teacher: Today, the teacher found that the children in the first group were really serious in class. Who can tell the teacher his name?

5. What else can you say?

Fourth, consolidate practice.

Next, let's go and see the small animals' homes.

1, the multimedia presentation content is: Page 85 of this book 1 the first half of the topic.

(1) Ask students to determine how to calculate floors and numbers according to the information given in the book.

(2) Children, do you want to go to the home of small animals to play? Then let's find out where their family lives first.

Choose a few small animals and ask the students to tell which floor and number they live on.

Click on the animals the children say, and the courseware will show whether you are right or not.

If there is a mistake, please ask other children to tell him how to count the floors.

(3) Children, the number of the teacher's house is 403. What floor is it? And find the corresponding position in the diagram.

2. The second half of the question 1 on page 85 of the multimedia courseware demonstration book.

(1) Ask the students to determine how to count the books on the first floor according to the information given by the books.

(2) Then ask the students to talk about which floor the Idiom Dictionary and the Mathematician's Tale are on.

3. First, guide the students to observe the pictures, find out the special rules of electric seats, and then discuss how to find the seats quickly.

Guide the students to make it clear that the seats are usually odd on one side and even on the other.

According to the hints given, let us know how to calculate the number of rows.

4. Think about doing the third question on page 85 of the multimedia courseware demonstration book.

(1) Put it as required: Let the students tell themselves what you know according to the information.

Communicate at the same table first, and then communicate collectively. Finally, it can be concluded that the number of rows is from bottom to top, and the number of rows is from left to right. )

(2) In groups of four, one student said that other students were posing.

(3) Then, ask several children to operate through the courseware. The students below said where to put it, and the students above operated it!

Verb (abbreviation of verb) class summary