Observing objects from different positions is the necessary foundation for learning space and graphic knowledge. It plays an important role in helping students to establish spatial concepts and cultivate students' spatial imagination. However, in the actual teaching, we found that the second-grade students often make mistakes in the analysis of the side view. By consulting the literature, the author found that there was no research on the side view identification of mathematics in the second-grade of primary school. Therefore, this paper wants to find out the reasons for students' mistakes in analyzing the side view through investigation and research, and then propose targeted teaching strategies to help students solve the side view problem more smoothly.