Reflections on the teaching of observing objects

As a new teacher, we all hope to have first-class classroom teaching ability, and our teaching experience can be summarized in teaching reflection. Then the question is coming, how to write teaching reflection? The following is my reflection on the teaching of the observed object (general 10), which is for reference only and I hope it will help you.

Reflections on the teaching of observing objects 1 In this class, I let students experience the process of hands-on operation, cultivate their hands-on operation and observation ability, and initially establish the concept of space. At the same time, through students' activities, they can stimulate their interest in learning and cultivate their sense of cooperation and innovation. In this class, I teach from the following aspects:

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 observation activities, students are not simply allowed to sit in the position to look and talk, but are designed to leave the position of observation activities to experience. Not only did they gain knowledge, but more importantly, they enjoyed learning.

2. Provide students with intuitive and vivid learning materials, pay attention to students' hands-on operation, and let students experience the observation method themselves. By observing pencil boxes, small cubes and other objects, students can further deepen their understanding of the front, top and side of the object.

However, there are some things worth thinking about in this class:

1, students are not very clear about the concept of noodles, and some children are prone to make mistakes in the first operation. Considering the reasons, it turns out that students regard an edge they see as a face. I think if students touch a cuboid when reviewing before class, I think students will not have the above problems.

In this class, students become active and their thinking becomes active. However, some students' activities are unorganized. I should seriously think about how teaching can not only stimulate students' interest in learning, but also let them learn to "live without chaos" in the new curriculum reform experiment.

3. Students are still lacking in language description, students' desire to explore actively is not strong, there is less interaction between students, and my teaching language is not organized succinctly enough. If I have this class again next time, I will make more efforts in group activities, leaving more time and space for students to think, so that every student can really participate. I will also try my best to dig up teaching materials, conduct in-depth research, and try my best to arouse students' enthusiasm, so that boring teaching can shine with wisdom.

Reflections on the teaching of observing objects II. I teach the first volume of the second grade, observing objects. Before that, students had a knowledge base to distinguish right from left. The teaching focus of this lesson is to make students understand that the shapes of objects observed in different positions may be different in experience, and to recognize the shapes of objects observed from different positions.

After getting this topic, I thought for a long time: how to create an observation environment that conforms to students' reality? How to grasp the level of students observing objects? How to design observation and operation activities?

In order to achieve the teaching goal and complete the teaching task efficiently, I have highlighted the following characteristics in my teaching:

1, create an activity situation

In order to meet the children's age and psychological characteristics, I introduce them through the "solve riddles on the lanterns" activities that children love to see and hear. Practice shows that students are very interested in the created situation, can actively participate in learning, and the classroom atmosphere is very active, which paves the way for learning new knowledge.

In addition, I also created a guessing game situation to fully stimulate students' curiosity and interest in learning. In this process, students not only strongly feel the relationship between the part and the whole object, but also the whole situation takes less time, with good effect and clear guidance.

2. Group cooperative learning

The new textbook emphasizes "people-oriented" and develops students' subjectivity. So, I adopted the cooperative learning mode of four people, creatively used the example of observing pandas in textbooks, prepared a KT cat for each group, and then asked students to observe at three levels: standard observation; Observe in place; Comprehensive observation. In the process of continuous observation and experience, students have experienced the whole process of observation, discovery and feeling; In practical operation and independent inquiry, feel and experience mathematics, learn the method of observing objects, and get a deeper emotional experience. Always around the purpose of "let students participate independently and experience deeply", we should combine students' independent learning with group cooperation to enhance students' independent consciousness, guide students to actively explore and experience the whole process of new knowledge exploration.

3. Game activities between classes

According to these characteristics, I arranged two scenes: the first scene exchanged position observation; The second round of comprehensive observation shows that this design not only relaxes students' body and mind, but also closely follows the theme, allowing students to learn to observe and accumulate methods in game activities.

4. Respect the classroom generation

Mathematics is abstract and life is realistic. In this class, based on the second grade, I broke through the difficulty of "recognizing the shape of objects observed from different sides" and paid attention to children's identification and judgment with their accumulated experience and methods in class.

5. Optimize the teaching media.

In the choice of teaching AIDS, I used self-made courseware, and in the choice of learning tools, I carefully selected a KT cat as a tool for group learning to guide students to observe in a hierarchical, purposeful and all-round way. I was pleasantly surprised to find that it is the organic combination and proper choice of these media that makes students' learning initiative and enthusiasm unprecedented, and the spark of innovation is always generating.

In this class, students can learn easily and actively, not only get positive emotional experience, but also fully feel the mathematics in life and appreciate the fun of mathematics. After class, they are still immersed in imagination.

Reflections on the teaching of observing objects 3 Students in this class discuss what figures they see from the front, side and top in "putting together" and "observing". Students should be able to abstract the observed plane figures from the real objects through imagination, so that they can experience various postures in the process of piecing together, but they are not required to pose in different postures.

When teaching, I will teach you a new lesson through a small game because of the information you want to learn. When teaching new courses, let students collect information first, understand the activity scenes in the information window, and create an atmosphere of observation for students. Then, according to the information given, the question "What shapes do they see from different faces?" Students work in groups, make a gesture with the help of learning tools, and observe and find it from different positions. In the process of cooperation, team members observe objects from the front, side and top respectively, and communicate the observed shapes with each other to train students to develop good teaching thinking mode and study habits. In this link, the teacher is not clear about the use of learning tools. The method guidance of students in observation is not precise and detailed, and the effectiveness of observation is reduced because of too few learning tools, which is not conducive to students' observation.

After observing the object composed of three cubes, ask the students to observe "If you add another cube in a different direction, what shape will it be?" This link allows students and peers to fully explain their ideas and listen to others' opinions, so as to further combine personal practice, keep up with the pace and make verification. Develop students' spatial imagination.

The front is to observe a given object, and on the basis of the previous observation, it is put forward that "if you look at it from the front, it is still this shape, how can it be put together with another cube?" This question trains students to think reversely. In the process of explaining the problem, I didn't deeply realize this, and guided the students in the process of piecing together. Through group cooperation, this link gathers the ideas of each group member, fully arouses students' interest, and experiences the diversity of visitors with the same shape in the process of splicing.

After teaching this lesson, I think this lesson is very operational, but because the learning tools are too small, the observation is not obvious when students observe in groups of four. It's better to have a big cube in the group, which is convenient for operation and observation, and makes the students' observation effective.

Reflections on the teaching of observing objects. In the teaching of observing objects, I let students experience the process of observation, experience that when observing objects from different positions, the shapes they see are different, and can correctly identify the shapes of simple objects observed from the front, side and back. Cultivate students' hands-on operation and observation ability, and initially establish the concept of space. At the same time, through students' activities, they can stimulate their interest in learning and cultivate their sense of cooperation and innovative spirit.

Activity is an important way for junior middle school students to learn mathematics. It can not only stimulate students' interest in learning, but also help them better understand and use knowledge. This lesson is more prominent in this respect. I have repeatedly studied the teaching materials and existing multimedia courseware before class, but I always feel a little lacking. Later, it was found that no matter how intuitive it is, there is no specific physical intuition. So I jumped out of the limitation of courseware and classroom and decided to arrange students' seats in groups. The whole class focuses on activities, physical observation and hands-on practice. I divided the students into four groups, divided them into four different directions for students to observe, and told everyone the shape that self-observation saw, so as to make a difference and let the incomprehensible people observe from the other side. After physical observation, students found themselves observing objects from different positions and seeing different shapes. And accumulated experience in recognizing the shape of simple objects viewed from the front, side and back.

This course is mainly taught in the form of group cooperation. Through students' cooperation, exploration and mutual communication, we can give full play to students' main role and arouse their enthusiasm for learning. Taking math class as an activity class in the shopping mall makes students feel novel and interesting, which arouses their interest in learning and thirst for knowledge. Let students feel that when they stand in different positions, the shapes of objects are different. Then through group cooperation and communication, let the students observe the objects from different angles, and let the students further experience that the shapes of the objects at different positions are different. Give full play to students' concept of space, and let students determine the observation figure by observing and imagining the shape of the object seen by people standing in different positions of the object. After the teaching of this course, students will be given the opportunity to cooperate and communicate with partners again, and the ability of students to learn to cooperate and exchange ideas and spatial imagination will be cultivated.

Activity forms stimulate students' interest in learning mathematics. In the final game activities, further experience and enhance students' concept of space.

Activity 1: Let the students correctly identify the front, side and back of the object.

Activity 2: By observing the different faces of the little monkey, we can further deepen our understanding of the front, side, top, bottom and back of the object.

Activity 3: Let students use learning tools in group activities to experience the shapes of objects observed in different positions;

Activity 4: Determine which direction you saw from the photos. Stand in the corresponding position.

Activity 5: Go further and determine who saw it through photos and standing posture.

Reflections on the teaching of observing objects. The knowledge of observing objects in this lesson belongs to the field of space and graphics. To understand and grasp the relationship between space and plane, there are two points in the first lesson.

1. Cultivate students' spatial imagination and ability to get rid of it.

The new teacher began to ask students to add another three-dimensional figure based on four similar cubes. Seen from the front, the shape remains unchanged. How can I put it? In the form of group cooperation, gather the ideas of each group member, fully arouse students' interest, experience the diversity of objects placed in the same shape in the process of putting together, and exercise students' reverse thinking and spatial imagination. Most students put forward six kinds, and gave reasons and methods. It can be seen that every class should fully tap the potential of students and let them open their wings of imagination. Of course, teachers should also think about the topic completely and comprehensively when preparing lessons.

2. Fully understand the relationship between objects and views.

At the beginning of the class, students are required to look at the plane graphics seen on the front, top and side of the three-dimensional graphics put out by four small cubes, and they are required to point them out in the courseware with the mouse. At the same time, the teacher is required to fill in what deviation he has observed in the plane figure and gradually sublimate it to give the three-dimensional figure of six small cubes, and to draw a picture from the front and side first, and find that the plane figure of the front and side is the same.

In this lesson, I asked the students to discuss between "spelling" and "observation", what figure they saw from the front, side and top, abstract the observed plane figure from the real thing through imagination, and master all kinds of postures in spelling, which greatly improved the students' imagination, observation and operation skills.

Reflection on the teaching of observing objects 6 Observing objects from different positions is the necessary basis for learning space and graphics knowledge, and plays an important role in helping students to establish space concepts and cultivate space imagination. The textbook of this lesson is not the three views of formal teaching, but only to let students know that the same object sees different shapes from different positions and understand the relationship between parts and the whole. No matter which observation point students choose, they are only observing a part of the object. Different observation points have different shapes. Only by synthesizing the shapes observed in different positions can a complete representation of this object be formed. Based on the above understanding, this course focuses on making students fully experience in observation activities and cultivating students' spatial imagination in time during the experience.

First of all, create situations to let students perceive the relationship between the part and the whole.

The new curriculum advocates using concrete, interesting and challenging materials to guide students to carry out mathematical activities. The setting of the situation is not only conducive to mobilizing students' initiative in learning, but also plays a necessary guiding role in the further development of the curriculum from beginning to end. I created a guessing game situation, which fully stimulated students' curiosity and interest in learning. When the first picture appears, the students guess the correct answer. Then I showed the second picture, which provided students with information to guess the animals in the picture. In the process of displaying these pictures, students not only strongly feel the relationship between the part and the whole of the object, but also create a refined overall situation with less time, better effect and clearer guidance.

Second, observe and experience, so that students can experience different observation results.

The teaching method of this course is determined by the teaching materials of the observed objects, which should focus on activities, so that students can experience constantly in observation activities, enrich their appearances and enhance their perceptual knowledge in personal experience. So in teaching, I choose the duckling that students like as the observation object, observe it in the form of group cooperation, and communicate, think and discuss in the group: Why does the same duckling see different shapes? With their personal experience, it is not difficult to reach a consensus. In order to deepen the experience, I asked students to observe the different shapes around the teapot, such as the front, back and side, so that students can further realize that only by observing the shapes observed in different positions can a complete representation of the object be formed. In order to improve the thinking level of the math materials in this lesson, I have appropriately expanded the teaching materials so that students can continue to observe cars, elephants and so on. And ask mathematical questions: what can they see? what do you think? How many points do you have? In fact, these questions contain a lot of knowledge infiltrated into students' observation and perception experience, which lays a good auxiliary foundation for learning spatial thinking.

Third, with the help of observation, let students develop the concept of space in their imagination.

As mentioned above, observing objects from different positions is a good material to cultivate students' spatial imagination. In order to develop students' concept, the teaching of this course is arranged in two places for students to imagine. First of all, after students observe the ducklings from the front, back and side, I will let them imagine: from the bottom of their heads.

Look up and imagine what it will be like. Draw your imagination and have a look, then pick up the teapot and observe it to verify whether your imagination is correct. Second, after observing the simple shape, I show a combination diagram of objects, so that students can associate what it is according to their existing life experience, communicate the relationship between mathematics and life, and develop students' spatial imagination.

In this class, students learn simply and actively, not only get enterprising emotional experience, but also fully feel the mathematics in life and appreciate the fun of mathematics. After class, the students are still immersed in imagination.

Reflection on the Teaching of Observing Objects 7. In the "Symmetry Phenomenon" class of the "Observing Objects" unit, there is a teaching link designed by me so that students can cut out symmetrical figures. I first take out a symmetrical figure cut before class for students to observe and think about how the teacher cut it out. Students learned about paper-cutting in art class, and they quickly said that they should first fold in half, then draw half the outline of the pattern to be cut at the crease, and finally cut it along the outline, and then cut out the symmetrical pattern. So I asked everyone to start cutting. Some students are thinking hard about what graphics to cut, some students are drawing carefully, some students are cutting carefully, and everyone teaches very hard. Five minutes later, some students had finished writing and held high their masterpieces, so I asked them to post their works on the blackboard. The children's imagination is really rich, and the cut graphics are colorful and varied. There are two green shoots, bright red love, golden sun, tall and straight tassong ... but there are also a few foreign children. Their work has not been reduced by half. Although it was carefully cut, the left and right sides were not the same, so I whispered to him (her), "The graphics you cut are asymmetrical on both sides because you didn't fold the paper in half first, and then cut another one as required?" This class ended successfully under my careful design and arrangement.

In the second class, from teaching to cutting symmetrical figures, the same situation appeared as in the first class. I thought: Why not take this opportunity to test students' observation ability and learn about students' understanding of symmetrical figures? So, I asked the students to stick the graphics that were not cut in half on the blackboard, so that they looked like a real fish. Unexpectedly, the students soon found out what asymmetric graphics are, and helped them find out the reasons for asymmetry and improve their methods. It seems that my worries and concerns are superfluous. If the first class only allows students to appreciate the exquisite works of everyone-all kinds of symmetrical graphics, then this section allows students to distinguish and compare symmetrical graphics and asymmetrical graphics, which deepens students' understanding of symmetrical graphics and has better teaching effect.

Through this tiny link, I deeply feel that I should trust children's ability, let go, leave more opportunities and space for students, and believe that they will do better.

Reflections on the teaching of observing objects 8 "Observing objects from different positions" is a new content in Space and Graphics, which is based on the intuitive understanding of simple geometry and plane graphics. In the previous geometry teaching, the teaching materials mainly focused on the design of specific understanding of the body, and there were no certain implementation measures for the cultivation of students' spatial concepts. In the past, teachers were more casual in teaching, but now the "observation objects" arranged according to the content standards in the field of "space and graphics" provide a good carrier for cultivating students' spatial concept.

Judging from the thinking characteristics of students, in our environment, except invisible air and amorphous water, most things have shapes, but some are simple and some are complex. So when children are very young, they begin to touch various shapes and a three-dimensional world. They have more early experience in the perception of shape. After primary school, with the improvement of children's thinking ability, this perceptual experience is gradually developed into an abstract concept, and the concept of simple geometric shapes is gradually obtained. This is a process of experience, accumulation and sublimation, which is based on the direct perception of the surrounding environment. Understanding and grasping the relationship between space and plane is also a continuous process including observation, imagination, comparison, synthesis and analysis.

This lesson on observing objects is close to real life. On the basis of understanding the knowledge students have mastered, students can sum up and exchange their feelings about the observed objects, and build a real life scene with rich graphics according to their own imagination. This avoids the teaching method of teachers blindly explaining and students blindly memorizing. The classroom atmosphere is very active, and students have mastered knowledge in a relaxed learning atmosphere.

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. On this basis, students can further understand the front, top and side of the object, and can observe the different shapes of the object from these three sides, thus helping students to form representations and initially establish the concept of space.

3. Let the students observe and imagine, express their opinions and tell the shape of the object seen from a certain direction. Knowing the front, side and top of an object is the premise of observing it. In the teaching of this section, I take the idea of "simple activities, real feelings and effective learning" as a guide to guide students to gradually understand the front, side and top of the cube. 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 learn and enjoy it. They not only know the front, side and top of the lottery box, but also feel that the position of observation determines the result of observation, creating a relaxed and happy atmosphere for later study. But because of the lack of teaching AIDS, I can't help wasting time.

Reflection on the teaching of observing objects 9 In the teaching of observing objects, I let students experience the process of observing, from which they can observe objects from different positions, see different shapes, and correctly identify the shapes of simple objects observed from the front, side and back. Cultivate students' hands-on operation and observation ability, and initially establish the concept of space. At the same time, through students' activities, they can stimulate their interest in learning and cultivate their sense of cooperation and innovation.

Activities are an important way for junior students to learn mathematics, which can not only stimulate students' interest in learning, but also help students better understand and use knowledge, which is more prominent in this class. In this class, I divide the students into groups, and the whole class focuses on activities, physical observation and hands-on practice. I divided the students into four groups, divided them into four different directions for students to observe and told them the observed shapes. Students themselves find that different shapes are seen in different positions, and have accumulated experience in identifying the shapes of simple objects observed from the front, side and back.

However, there are some things worth thinking about in this class:

First, the classroom organization in teaching

In the practice of observing the object in this class, because the teacher only paid attention to the students who performed in front and ignored the listening situation of the students behind, several students did not pay attention to the links behind the teacher. In the future teaching, I will pay attention to fully arouse the enthusiasm of students in class.

Second, the 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.

Third, the cultivation of students' ability.

In view of the difficulties of this class, I am a persuasive teaching method, encouraging students to find and solve problems by themselves. However, after a class, I found that I still talked more and gave students less time to study independently.

Observation object teaching reflection 10 observation object is the content of the second volume of mathematics in grade three of Jiangsu Education Publishing House. In order to achieve the teaching goal and complete the teaching task efficiently, I have highlighted the following aspects in my teaching:

1, expanding the application of new knowledge

Mathematics is abstract, life is realistic, and mathematics comes from and serves life. In this class, I created many conditions for students to apply their mathematics knowledge to real life. For example, guessing animals. , not only expanded the knowledge of mathematics, but also made children deeply feel the connection between mathematics and life and realized the truth that "mathematics is really by my side".

2, in line with children's age characteristics and psychological characteristics.

I introduced it through the children's favorite "guessing animals" activity. Practice shows that students are very interested in the created situation and can actively participate in learning. The classroom atmosphere is very active, which also paves the way for learning new knowledge.

3. Group cooperative learning

The new teaching concept emphasizes "people-oriented" and develops students' subjectivity. So I adopted a four-person cooperative learning model, creatively used the example of observing dinosaurs in the textbook, prepared a toy dog for each group, and then asked the students to observe at three levels:

① Standard observation.

② Emplacement observation.

③ Comprehensive observation.

Always around the purpose of "let students participate independently and experience deeply", we should combine students' independent learning with group cooperation to enhance students' independent consciousness, guide students to actively explore and experience the whole process of new knowledge exploration.