1, combined with the problem situation, experienced the mathematical problem of abstracting the real problems in life into numbers and figures, used various drawing strategies to solve problems, and developed geometric intuition.

2. In the process of counting, pay attention to the growth of students' thinking, gradually form a good habit of orderly thinking and develop their reasoning ability.

3. In the process of discovering laws, you can think independently, explore independently, express the process and results of solving problems in an orderly way, enhance your self-confidence in learning and increase your interest in exploring mathematical problems.

Teaching emphasis and difficulty: find a method to calculate line segments and realize the necessity of orderly thinking.

Teaching preparation: courseware, study card

Teaching process:

First, wake up old knowledge and activate reserves.

Teacher: It's getting colder and colder. Xiaoxiao's mother bought these new clothes for Xiaoxiao. Do you know how to match Xiaoxiao in different ways?

Health: 6 kinds.

Teacher: Please tell us how you match it.

Teacher: It seems that the students have mastered the knowledge of collocation and know how to collocate in an orderly way to avoid repetition or omission. Today, we will learn about digital graphics together.

Second, create situations and explore new knowledge.

Teacher: Today, the teacher brought "Interesting Little Mole" to the students. Please have a look.

Courseware plays animation.

Teacher: What do you see from this little animation?

Preset: Health: The little mole is digging a hole.

If you show the courseware, Mole, the teacher should point out the way forward.

Teacher: What math problems can you find by combining the math information you just got?

Health: How many ways can a mole walk?

Teacher: Guess how many different paths the little mole took?

Teacher: Now we can solve this problem with the help of line graph.

Students operate by hand and teachers patrol.

Teacher: Who will share your achievements with you?

After the students begin to operate, they perform on stage, explain their methods clearly and write formulas.

Guide the students to compare. Students can speak their minds and realize the importance of order.

Teachers use courseware to help students sort out a * * *, how many ways are there, and emphasize that when calculating numbers, they must count them clearly to avoid repetition or omission.

Third, explore deeply and find the law.

Show me the bus stop sign.

Teacher: The mole is actually a bus conductor. Responsible for the sales of one-way tickets from sweet potato station to potato station. Do you know how many different tickets it needs to prepare to meet the requirements of passengers?

First guide the students to understand the meaning of the question.

Teacher: Now it's up to you to act as ticket sellers and help the little mole solve this problem. But before we start, there are some learning requirements for teachers. Please have a look.

Courseware shows learning requirements.

Students begin to operate, record it on the study card, and then show it on stage and talk about how they calculate it.

The teacher plays the courseware again to help students understand intuitively.

Teacher: At this time, the bus driver saw that Mole was so hardworking and wanted him to take charge of one more station-Pumpkin Station. How many different tickets does he need to go to those six bus stops?

Students begin to operate and then perform on stage.

Teacher: Many students quickly counted out that there were 15 different tickets. At this time, the studious little mole had a new problem. If there are seven stations, how many different tickets do you need to prepare for one way? What about the eighth one?

Guide students to find the law of the formula and try to write the formula: 654321= 217654321= 28.

Ask the students to say the meaning of the formula, that is, what do the extra 6 and 7 mean?

Teacher: Look at the formula we just wrote. What did you find?

Students speak freely.

Fourth, review and exchange experiences.

Teacher: What did you learn from learning this lesson today?

Fifth, extend and expand to promote growth.

The teacher first introduced China's achievements in the World Table Tennis Championships, and then asked the students: If there are 24 athletes participating in the table tennis competition, how many games do you need to play for every two people?

Let the students think for themselves and then say what they think.

Teacher: Actually, there is still a lot of knowledge about numbers and figures in our life. In the future mathematics study, we will meet the law similar to the number of competitions. I hope that students can be good at discovering mathematical problems in life and be brave in using what they have learned to solve them.

Teaching reflection:

By the third grade, students have learned the knowledge of collocation, mastered the methods of collocation, and can make preliminary and orderly thinking in combination with specific situations. These knowledge reserves and existing life experience will become the "soil" for the growth of mathematics learning in this class. The teaching focus of this course is to improve students' experience level through the creation of specific situations, solve practical problems by drawing strategies, cultivate students' orderly thinking ability and develop students' reasoning ability. At the same time, it also "sows seeds" for the study and growth of similar mathematical knowledge such as "laws in graphics" in the future.

1. In this class, I will awaken students' collocation knowledge, let students experience orderly collocation, and lay the foundation for the growth of knowledge to extend to the exploration of numbers and graphics.

2. In teaching, let students go through the process of independent thinking, hands-on operation and discussion and communication, let them guide each other in communication and explore how to count numbers in an orderly manner.

3. Pay attention to the cultivation of students' mathematical language expression ability, give students enough time to show on stage and express their ideas, let students understand the expression methods of ordered numbers and figures, and help students actively construct knowledge.

Judging from the teaching situation of this course, I still have some places to improve:

1, the classroom language is not vivid enough to evaluate students' answers in time. Classroom evaluation language is relatively simple and needs to be constantly enriched in order to better stimulate students' interest in learning.

2. Interaction with students needs to be strengthened. Teachers should really integrate students' thinking and emotions in classroom teaching to make the classroom more lively.