As an excellent educator, writing lecture notes is inevitable, which helps to accumulate teaching experience and continuously improve teaching quality. How to write the speech? The following is my carefully arranged lecture notes of "Discovering the Law" in middle school mathematics for reference only. Welcome to read.

Lecture Notes on "Discovering Laws" for Middle School Students in Mathematics 1 1. Talking about Teaching Materials

1, the position and function of the teaching material 《 The Law of Discovery 》 is the first lesson of Unit 5 of the first volume of the fifth grade of primary school mathematics published by Jiangsu Education Publishing House. The specific content of the textbook is to let students explore and discover the laws in some simple periodic phenomena, and determine what objects or figures a series represents according to the laws. This part of the content is based on students' preliminary understanding of the law of the quantitative relationship between objects arranged at intervals, and makes use of students' original knowledge background and life experience to let students feel new knowledge and use it flexibly in vivid, concrete and realistic situations.

2. Teaching objectives

According to students' life experience and students' cognitive rules, combined with the requirements of new curriculum standards and the knowledge characteristics of this lesson, I set the teaching objectives of this lesson as follows:

(1) Let the students explore and discover the arrangement rules in the simple periodic imagination according to the specific situation, and determine what objects or figures they represent according to a certain serial number.

(2) Let students actively experience the process of independent exploration, cooperation and communication, and experience the process of drawing, enumerating, calculating and other different strategies to solve problems and gradually optimize methods.

(3) Let students experience the connection between mathematics and daily life in the process of exploring laws, and get a successful experience.

3. Emphasis and difficulty in teaching

According to the learning level of the students in this class and the teaching content of this course, I have made the teaching focus of this course: let the student manager explore the process of discovering laws, experience various problem-solving strategies such as drawing, enumerating and calculating, and master the method of division.

The difficulty in teaching is to determine several objects as a group, and to determine what objects or figures are represented by a serial number in this way with or without residue.

Second, talk about learning.

According to what the students have learned before, I have explored some simple laws and accumulated some experience in exploring laws. Now, on the basis of the original students, we will guide students to explore some mathematical laws and apply them to solve related practical problems, stimulate students' interest in learning mathematics, and initially cultivate students' awareness and ability to explore laws.

Three. Oral English teaching methods and learning methods

According to the content of this class, the actual situation of students in this class and the requirements of the new curriculum, classroom teaching should reflect that students are the masters of learning and teachers are the organizers, guides and collaborators of students. In order to achieve the teaching goal, effectively highlight the key points and break through the difficulties, I adopted the methods of guessing games, analysis, observation, independent inquiry, cooperation and exchange, analysis, comparison and practice to study. In this way, students can improve their ability of observing, analyzing, comparing and solving problems while actively acquiring knowledge.

Fourth, talk about teaching procedures.

According to the teaching content and teaching objectives of this class, this class is divided into five parts to organize teaching.

(1) Guess the game, experience the rules and reveal the questions.

At the beginning of the course, I designed a game activity. First, I showed a magical paper box. There are two colors of balls in the paper box-red balls and yellow balls. First, I pulled out the first ball. Please guess what color the second ball is, and then I took out the second ball ... The fourth ball is a yellow ball. Then I asked the students to guess what color the ball would be next. Stimulate students' interest in learning through games, so that students can experience the law initially and pave the way for the later teaching.

(2) Observe the scene and perceive the orderly arrangement of objects.

In this session, I take the National Day scene as the introduction. The scene map of the accident textbook example 1 allows students to observe carefully. Through observation, we can find out whether the potted flowers are suppressed by a pot of blue and a pot of red. Lantern is a kind of light, a kind of purple light, a kind of green light; Colorful flags are arranged according to the rules of red and yellow on both sides, so as to perceive the orderly arrangement of objects and realize that there is mathematics everywhere in life.

(3) Explore independently and experience a variety of problem-solving strategies.

In this link, I created such a platform for students. Ask the question first: What color is the flower in the 15 pot from the left? Then let the students explore, discuss and communicate on this issue independently, and get three strategies to solve the problem, namely drawing, enumeration and calculation, with the emphasis on analysis and calculation. Then guide students to realize the simplicity and practicability of the calculation method through comparison. Finally, guide students to gradually sum up three points that should be paid attention to when solving similar problems with calculation methods.

(1) the law of identifying objects; (2) grouping and determining the divisor; (3) Formula calculation. At the same time, let students know that there are two kinds of calculation results: one is that there is a remainder in the number; One is separable. If there is a remainder, what is it? This object is the same as the first object in each group. If it looks separable, then this object is the same as the last one in each group. This link gives full play to students' autonomy and cultivates students' autonomous awareness and autonomous learning ability.

(4) Consolidate exercises and deepen the understanding of calculation methods.

Practice is the link to consolidate and improve new knowledge, and it is also the preparation and foreshadowing of follow-up knowledge, so moderate and appropriate practice is essential. In order to enable students to consolidate new knowledge, form skills and improve their thinking ability through appropriate exercises, I specially designed two-way exercises. 1 is a basic training question. Through the practice of this problem, we can not only consolidate the key content of this lesson, but also know the students' mastery of new knowledge in time. The second problem is openness. Through the practice of this topic, students can have a deeper understanding of the law and calculation method through activities such as hands-on and brain-thinking. Students' participation in this topic is wide, which not only cultivates the cooperation ability among students, but also improves their thinking and imagination ability.

(5) The whole class summarizes and expands.

In this session, let the students say: What have you learned through today's study? Do you think you are like this? Through students' own summary, we can sort out what we have learned and further cultivate students' summary ability. Then give some examples of some periodic phenomena in life for students to appreciate. For example, spring, summer, autumn and winter, sunrise and sunset, full moon and lack of moon ... This can make students feel that mathematics comes from life, thus generating the feeling of being close to mathematics, improving students' interest in learning mathematics and feeling the fun of learning mathematics.

Lecture notes on "discovering laws" in middle school mathematics 2. Talking about teaching materials

First of all, let me talk about my understanding of the textbook. This part focuses on asking students to find out the laws between objects arranged at intervals, and * * * arranges two examples. The example on page 48 of the textbook focuses on guiding students to explore the relationship between the numbers of two objects arranged at intervals and the relationship between the numbers in similar phenomena, and find the corresponding laws. The textbook takes interesting fairy tale scenes as materials, and puts forward corresponding questions according to the handkerchief and clip pictures, mushroom and rabbit pictures, fence and stake pictures arranged at intervals, so as to guide students to feel the relationship between the two numbers through observation and analysis, and to perceive the similarities and differences between these things. Then let the students think, summarize and find the law.

According to the requirements of the new curriculum and the specific content of this class, combined with the actual situation of students, I determined the teaching objectives of this class from three dimensions: knowledge and skills, process and method, emotion, attitude and values.

1. Make students go through the process of exploring the number relationship between two kinds of objects arranged at intervals and the simple mathematical laws in similar phenomena, initially know and understand the laws of the number relationship between objects arranged at intervals, and initially learn to link the discovered laws to solve simple practical problems.

2. Let students develop their thinking ability of analysis, comparison, synthesis and induction in exploration activities.

3. Make students feel the connection between mathematics and life in the process of learning, cultivate their initial consciousness and ability to analyze life phenomena from the perspective of mathematics, generate curiosity about mathematics, and gradually form the consciousness of cooperation with others and self-confidence in learning.

According to the teaching objectives, students should focus on exploring the quantitative relationship between two kinds of objects arranged at intervals. It is difficult to understand and recognize the law between the number of objects arranged at intervals.

Second, talk about teaching methods and learning methods.

Let me talk about my understanding of teaching methods and learning methods. According to the characteristics of the teaching content and teaching objectives of this class, in order to highlight the key points and break through the difficulties more effectively, according to the students' cognitive rules and following the guiding ideology of "teacher-oriented, student-oriented and training-oriented", teachers adopt teaching methods such as guiding discovery, intuitive demonstration and hands-on operation. In teaching, teachers carefully design one inspiring and thinking question after another and create problem situations. Induce students to think and operate, stimulate students' desire to explore knowledge, and gradually draw conclusions, so that students are always in a positive state of actively exploring problems, thus cultivating students' thinking ability. Learning methods should follow the principles of autonomy and difference, so that students can participate in the occurrence, development and formation of knowledge independently in the learning process of "observation, operation, generalization, inspection and application", so that students can master knowledge.

Third, talk about teaching procedures.

Let me talk about my preset teaching procedures. Classroom teaching is the main way for students to acquire mathematical knowledge, form skills and skills, develop intelligence and ability, and cultivate ideological and moral character. In order to achieve the expected teaching goal, I made a systematic plan for the whole teaching process, and followed a series of principles such as goal, integrity, inspiration and subjectivity to design teaching, which was divided into the following five teaching links: (1) reviewing old knowledge and introducing new knowledge; (2) Practice and explore new knowledge; (3) Consolidate practice and expand; (D) class summary, deepen new knowledge.

(A) Review old knowledge and introduce new knowledge.

First, let the students play games. Five girls form a team, with a girl standing between every two boys. Ask the students to count the number of boys and girls. Then ask: according to this arrangement, how many girls can stand among the six boys? How about seven o'clock? How about 20 each? This leads to the teaching content of this lesson (blackboard writing topic: finding the law). Stimulate students' interest in learning through game activities, arouse their enthusiasm and arouse their thinking.

(B) hands-on practice, explore new knowledge

First, show the courseware (the picture in the example) and let the students observe which objects are drawn in the picture. Which two objects are related: Do you find any laws between them? Group discussion around these three issues. The intention of this design can not only form a good habit of observing things carefully, but also exercise students' teamwork spirit.

Then show pictures of clips and handkerchiefs, mushrooms and rabbits, fences and stakes respectively. Let the students talk about how they are arranged and what rules they have found, and guide them to sum up. The purpose of my design is to cultivate students' generalization ability and language expression ability.

Then ask the students to put sticks and disks on the table and guide them to discuss the rules. The purpose of this design is to guide students to explore independently and further understand the law of the number of objects arranged at intervals in the hands-on operation and cooperative communication.

(3) Consolidate practice and expand and extend.

First, let the students give examples of objects arranged at intervals. The intention of this design is to face all students and let them develop their full imagination.

Then show the courseware (think about the second and third questions). My intention is to let students deepen the consolidation of what they have learned through the demonstration on the screen.

Then by playing games. Discovering new laws, the purpose of this design is to expand and extend knowledge.

(D) class summary, deepen new knowledge.

I ask students to recall what they have learned in this class and speak. The purpose of my design is not only to combine what I have learned, but also to review and reflect on the process and method of acquiring knowledge, and to cultivate students' generalization ability and language expression ability.

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