The Second Grade Elementary School Students Analyze The Reasons For The Wrong Side View And The Countermeasures

Observing objects from different positions is the necessary foundation for learning spatial and graphic knowledge.It plays an important role in helping students to establish space concept and cultivate space imagination.Accumulating students' experience in mathematics activities and developing their concept of space were clearly put forward in “Mathematics Curriculum Standards”.However,we found that the second grade students often make mistakes when distinguishing side views in actual teaching.After searching for documents and materials,the author found that there is no research on side view identification of second grade mathematics in primary schools at home and abroad.The current research mainly focuses on the teaching cases and reflections of observing objects,the three-view problem in primary schools,the cultivation strategy of space concept in the lower grades of primary schools,and the cultivation of mathematics observation ability of students in the lower grades of primary schools.Therefore,the author would like to find out the reasons why students make mistakes in identifying side views through investigation and research,and then put forward targeted teaching strategies to help students overcome difficulties,improve students' mathematics learning ability,so that students can more easily solve the problem of side views and lay a good foundation for future study.First of all,this study introduces the research background,relevant research reviews,research issues,significance and methods.Secondly,this study analyzes the relevant theories of side view teaching.Next,by using the interview method,this paper investigates the students who have difficulty identifying the side view of the second grade of primary school and the teachers who teach the second grade of primary school respectively,and explores the reasons why the students in the second grade of primary school have difficulty identifying the side view.Finally,aiming at these reasons,this paper puts forward suggestions to solve this problem from the aspects of teachers and students respectively.At the same time,it provides a teachingcase combined with teaching suggestions and carries out teaching experiments.Through interviews with students who have difficulty in analyzing the side view in the second grade of primary school,the author found that students have the following problems in their study: Students do not have a fast and correct method of observing object sides and they often observe the most difficult side when they encounter problems;students think unclearly and do not understand the requirements and methods of observing objects;Spatial imagination ability of students is poor and practical operation ability is poor;Basic knowledge of the first grade is not firm and comprehensive,and they can not form a knowledge network in the mind,extract and use it flexibly.It can not be used for learning and understanding;Students do not have a good habit of reading questions.When doing questions,they can not read topic requirements and keywords seriously;Students do not develop a good habit of inspection,and most students do not know the correct inspection methods.At the same time,through an interview with teachers in the second grade of primary school,the author finds that teachers have the following problems in teaching:They do not provide enough observation materials;Teachers do not give students enough time for observation and practical operations.They are more often replaced by their own demonstrations or practical operations of a few students;Young teachers do not grasp the teaching materials thoroughly and can not consider students' learning level fully when preparing lessons;Some teachers' teaching methods are relatively single and can not fully mobilize students' learning interests;Teachers have not paid enough attention to the cultivation of students ' thinking development;Many teachers do not pay attention to “heuristic teaching”;Most classrooms are still dominated by teachers,and they do not give full play to the main position of students and allow students to study actively;The form of learning in class is relatively single,which can not fully mobilize students' interest and enthusiasm in learning;Teachers do not pay enough attention to the cultivation of students' habit of reviewing questions;There are some deviations between teacher's knowledge of students and actual knowledge of students;Some teachers have a single evaluation method for students to answer questions and the evaluation is not targeted;Although teachers consciously begin tocultivate students' inspection habits,they donot really pay attention and implement them;There is not enough targeted practice after class.Aiming at reasons for the difficulty of second-grade primary school students in differentiating and analyzing the side view,the author puts forward corresponding solutions:1.Teachers should provide students with sufficient observation materials.2.Teachers should give students enough time so that each student can observe objects fully.3.Teachers must study students and understand the cognition level of second-grade primary school students on the side view and related knowledge.4.Teachers need to use a variety of methods to help students establish graphic representations when they observe objects.5.Lay emphasis on correct guidance,summarize methods of differentiation and analysis of the side view in time.6.Teachers should help students accumulate activity experience in observing objects and develop their spatial concepts at the same time.7.Let students occupy the main position in the study of differentiation and analysis of the side view;8.Teachers should pay attention to cultivating students' learning habits in order to solve the problem of differentiation and analysis of the side view better;9.Improve the evaluation,capture the opportunity,and mobilize students' enthusiasm to differentiate and analyze the side view in the best evaluation;10.In daily teaching,teachers should pay attention to observing links between object-related knowledge,pay attention to the interpenetration of teaching content,and use various forms to help students build knowledge networks to lay the foundation for subsequent learning;11.After the completion of the new teaching,teachers should carry out necessary variant training to differentiate and analyze the side view.