1, the status and role of this class

It is the first time to use "phenomenon reasoning" as the teaching content in the textbook, which is a highlight of the new curriculum. This kind of problem originally only appeared in the mathematical olympiad textbook. Nowadays, it is a bold attempt and innovation to integrate these lively, interesting and acceptable knowledge into mathematics textbooks. Students will use the knowledge and methods they have learned to solve some simple problems and feel the role of mathematics in daily life; Get some preliminary experience in mathematics activities, develop the ability to solve problems and think with mathematics, and feel the connection between mathematics; In the process of cooperation and communication with peers, cultivate interest and self-confidence in mathematics learning. Based on the students' cognitive development level, it is not difficult to design questions in this class. Generally, there is a situation that can be directly judged. As long as students find the relevant sentences correctly, they can easily infer other relevant conclusions. One of the important purposes of compiling teaching materials is to let students experience the process of judging life phenomena personally, so as to train students' logical reasoning ability.

2. Teaching objectives

According to the arrangement intention of teaching materials and the actual situation of students, I have formulated the teaching objectives of this course as follows:

(1), experiencing the process of reasoning and judging some phenomena in life.

(2) Being able to record and sort out information with the help of tables, and reasoning about some phenomena in life in a certain way.

(3) Cultivate students to explain their reasoning process in an orderly way. And in the communication between teachers and students, students have a good emotional experience.

3. Teaching emphases and difficulties:

Key point: use tables for reasoning in life.

Difficulties: organizing information with the help of lists and reasoning according to certain methods.

4. Preparation of teaching AIDS

According to the characteristics of this course, in order to make the teaching go smoothly, it is necessary to prepare multimedia courseware, form paper and so on.

5. Analysis of students' situation

Because the problem design of the textbook is not very difficult, students will not encounter too much difficulty in reasoning. The key lies in how to explain their reasoning process in an orderly way, and teachers should give necessary guidance in this regard.

Second, talk about teaching methods and learning methods.

"Mathematics Curriculum Standards" clearly states: "Students should participate in specific teaching activities, get a preliminary understanding of the characteristics of objects in specific situations, and gain some experience." Therefore, in the design of this class, according to the characteristics of teaching content, I adopt the methods of situational teaching and conversation guidance, so that students can fully experience mathematics learning and feel the joy of success in independent inquiry and cooperative communication.

1, close to life-let students experience "using mathematics"

Mathematics is vivid and full of vitality when it is closely related to children's real life. Therefore, I try my best to tap the living materials, reorganize the teaching content, make students feel and experience that mathematics is around them, make mathematics learning lively and interesting, thus stimulating students' desire for learning and cultivating students' interest in learning. In this class, I choose a familiar figure Conan to guide the topic and let him run through the whole teaching process. When reasoning is difficult, use tables to learn reasoning methods and improve your reasoning ability.

2. Independent exploration-let students experience "re-creation"

Practice has proved that if a learner does not practice "re-creation", it will be difficult to really understand what he has learned, let alone use it flexibly. It is more important to teach students the method of logical reasoning and let them draw some conclusions by themselves than to simply tell them the results. In this lesson, I instruct students to use tables, symbols and exclusion methods for reasoning. The solution of each link is the result of students' own attempts and explorations. Let students experience the process of confusion and failure, and then taste the joy of success. When students experience something, they can build their own meaningful knowledge. More importantly, students' reflection and the attraction of reflection are spiritual and convey the charm of experience.

3. Cooperation and communication-strengthen the guidance of group discussion.

Group discussion must be based on independent thinking, and students should know that they must think seriously, tell their classmates their ideas, listen to their suggestions carefully and adjust their thinking. Deepen the understanding of knowledge by listening and discussing.

Third, talk about teaching procedures.

First, create a situation to stimulate the introduction of interest.

There is interest, teacher. Through the appearance of Conan, a cartoon character worshipped by students, students are guided to solve crimes and create reasoning situations, thus mobilizing their enthusiasm for learning and stimulating their thirst for knowledge.

Secondly, in the process of "exploring knowledge", teachers focus on how to use tables to organize information and make reasoning according to certain methods, which embodies the advantages of tables, that is, "while determining one item, denying other items" and alternating "confirmation" with "exclusion" to help students master problem-solving methods. Because it is the first time that students are exposed to the problems of "confirmation" and "exclusion" reasoning, the expression of the reasoning process may not be strict and complete enough. At this time, students can skillfully demonstrate and guide their own explanations with the help of Conan's image.

With the previous guidance, students can use the logical reasoning process of the first question to complete the second example independently and communicate with each other in the group. This learning process allows students to further experience the process of reasoning and judging some phenomena in life. Let students operate, think, verify, learn knowledge and master the essentials in this process. In this process, students not only feel the happiness of successful reasoning, but also infiltrate the methods of "confirmation" and "exclusion" in mathematics.

After the new teaching, we will practice after class according to the schedule 1-2 to consolidate the method of "exclusion" reasoning.

Finally, let students talk about their own gains, summarize learning activities and methods, encourage students to continue to participate in practical activities after class, learn mathematics in life, and continue and apply what they have learned in class to real life.

Lecture notes on reasoning in life

On curriculum standards

Basic idea: The compulsory mathematics curriculum should be basic, universal and developmental, so that mathematics education can face all students, everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different development in mathematics. Among them, the learning content is stipulated in the goal of fractional mathematics 1-3 grade:

Mathematical thinking: 1. With the help of my teacher, I initially learned to choose useful information for simple classification and analogy.

2. In the process of solving problems, you can think simply and methodically.

Solve the problem: 1. There are different solutions to understand the same problem.

2. Have experience in solving problems in cooperation with peers.

3. Learn to express the general process and results of solving problems.

textbook

This lesson is selected from Unit 8 "Reasoning in Life" in the first volume of the third grade of primary school mathematics by Beijing Normal University Press. The whole book can be said to be an inductive review class. It paves the way for the later goal of grades 4-6, "according to the needs of solving problems, collect useful information, make induction, analogy and guess, and develop the initial rational reasoning ability". Generally speaking, the textbooks published by Beijing Normal University pay attention to the practical connection between mathematics and students' lives. Based on students' cognitive development level, the problem design of textbooks is not very difficult, and there is generally a condition that can be directly judged. Students can easily infer other relevant conclusions as long as they find the relevant sentences. More interesting than other versions. So I chose this version of the textbook.

Say students

In the third grade of primary school mathematics, students' memory is mainly meaningful semantic memory, while mechanical memory has fallen to a subordinate position, and thinking has changed from concrete image thinking to concrete abstract thinking. But something that can't be completely divorced from the specific image. Their learning motivation began to shift from external to internal. Therefore, stimulating their interest in learning is a key issue.

Teaching objectives

1. By solving practical problems, let students experience the process of reasoning and judging some phenomena in life, realize the importance of mathematics in life, and stimulate students' motivation and initiative in learning mathematics.

2. Let students know the corresponding methods in the process of reasoning, so as to logically reason the phenomenon and judge the result.

3. By communicating the process and results of your own reasoning with your peers, you can cultivate a sense of cooperation.

Oral English teaching methods and learning methods

The new curriculum requirements should reflect the subjectivity of students' learning, the guidance of teachers' teaching and the emotional communication between teachers and students. Therefore, the teacher is no longer a simple knowledge giver, but a knowledge guide. Based on this, I adopted the discussion method and independent inquiry method to teach. Through discussion, we can cultivate their sense of cooperation and improve teachers and students together, which fully embodies the requirements of the new curriculum.

Emphasis is placed on difficulties in teaching, so that students can abstract the phenomena in life into mathematical problems, and realize corresponding methods in the process of reasoning, so as to logically reason the phenomena and judge the results.

teaching process

Introduce the new lesson: show the slides and ask the students what the teacher teaches with two pictures. This is a typical feature of what season, which leads to a new lesson and reasoning in life.

Teach a new lesson

1. For …

Our old friend, the naughty boy, smiled and Xiaoming visited our class, and they also brought us a new problem.

2. (computer) demonstration.

(1) Hello friends! This semester, our school organized interest groups on football, model airplane and computer. Great! According to our hobbies, the three of us participated in one of them respectively.

(2) demonstration:

(3) Question: Students, can you guess which interest group we are in?

First of all, lead the students to analyze the meaning of the question. The key point is to let them understand what it means for three people to participate in one of them respectively. Then it enters the stage of "independent knowledge", which causes students to think independently.

1.

Students think for themselves first, and then talk to your deskmate about your thoughts. Practice the concept of sharing in the new curriculum reform and cultivate students' sense of cooperation.

2. feedback.

(1) What do you think? Would you like to communicate with everyone? Any other ideas? Guide students to share their thoughts and achievements.

Ask questions. (1) Which of these three sentences do you think is the most important? (2) Why? Here, I consciously refined and improved the reasoning method. Focus on guiding students to understand reasoning by finding a key sentence first. As a breakthrough of reasoning, this sentence can not only draw a conclusion directly, but also help to make other judgments.

4. Achieve * * * knowledge.

The sentence "Naughty likes airplane models" is the most important, because it not only directly knows that naughty belongs to the airplane model group, but also helps us to judge which group the other two people belong to.

5. Stimulate students' interest in learning: Can you think of other methods besides reading and analyzing? Guide students to think and make them realize that there are different solutions to the same problem. Next, I will guide them to use contact method and tabular method to make independent reasoning and get the answer.

Draw a table

7. Evaluation: What are the advantages of thinking by drawing a table? Let students realize the superiority of drawing tables in reasoning.

8. Overview: As just now, we draw another new understanding from one or several sentences. This process is called reasoning. Expanding Association: What is the need for reasoning in life? Inspire students to think, connect with life more closely, and realize the mathematicization of life and the life of mathematics.

10. class conclusion: when reasoning, we usually find the most important sentence first, and often we can get a conclusion directly, which can also help us to make the following reasoning. There are many methods of reasoning, and reading pictures and drawing tables are both good methods commonly used in reasoning.

Summary: Students, what have you gained from this lesson? Guide students to master the application of exclusion and other general reasoning methods, experience the interest in mathematics learning, exchange the benefits of cooperation, and experience the charm of mathematics in life. Strive to realize that everyone can learn valuable mathematics and everyone can get the necessary mathematics.

Homework: Practice after class.