《可能性》授导型教案.pdf

名师精编优秀教案可能性教学设计章节名称可能性计划学时1 学习内容分析本案例是人教版三年级上册P104的主题图和 P105的例 1、例2。“可能性”这一知识属于“统计与概率”这一知识领域的“概率”范畴，在现实世界中，严格确定的现象十分有限，不确定现象却是大量存在的，而概率论正是研究不确定现象的规律性的数学分支。它通过对数据收集、整理、描述和分析以及对事件发生的可能性的刻画，来帮助人们作出合理的决策，让学生感受数学与生活的联系。学习者分析心理学研究表明：小学生的思维在很大程度上主要还是以形象思维为主，低龄儿童的注意力集中的时间较短。用多媒体辅助教学，创造情境，直观地呈现教学内容，吸引学生的注意。教学目标课程标准：1、初步体验有些事件的发生是确定的，有些则是不确定的。2、对一些简单事件发生的可能性作出描述，并和同伴交换想法。知识与技能：学生初步用“一定”“可能”“不可能”等词语来描述生活中一些事件发生的可能性，感受到生活与数学的联系。过程与方法：学生初步体验有些事情的发生是确定的，有些则是不确定的。情感、态度与价值观：培养学生学习数学的兴趣，形成良好的合作学习的态度以及诚信的态度。教学重、难点及解决措施教学重、难点：通过活动体验有些事件发生的确定与不确定。理解“一定”“可能”与“不可能”。解决措施：从学生喜欢的故事入手，并创建活动让学生亲身参与，由此引导学生对所学问题进行思考，逐步获得新知，从而掌握问题的关键教学设计思路本节课的教学设计内容主要分为四部分：一、创设情境，激发兴趣。二、活动体验，探究问题。三、联系生活，内化提高。四、课堂总结，课后延伸。名师精编优秀教案依据的理论学中做，做中学，引导发现式教学信息技术应用分析知识点学习水平媒体内容与形式使用方式使用效果初步能用“一定”“可能”“不可能”等词语来描述生活中一些事件发生的可能性学生能够根据自己的生活积累，对我们生活中的事物进行判断电脑、题卡使用电脑播放课件的内容、使用题卡进行练习，加深对所学知识的巩固引起学生的兴趣，促进学生积极参与课堂活动，使他们由生动形象的感性知识逐步过渡到对生活的感知生活中的不确定现象教学过程（可续页）教学环节教学内容所用时间教师活动学生活动设计意图一、创设情境，激发兴趣。教师以故事引入，阿凡提智取金币的故事，学生初步感知说明其可能性3 分钟 师：大家都喜欢听故事，那么老师先请同学们听一个有关阿凡提的故事。课件演示（用 flash动画呈现“阿凡提的故事”并配音朗读）：时间一天天地过去，眼看就快要过年了，帮财主做了一年长工的阿凡提想向财主要回他十个金币的工钱，可贪心又小气的财主却不想给他，心想：要怎样做才能使阿凡提得不到金币又无话可说呢？财主想啊想啊，终于想出了一个自以为很好的办法。于是他对阿凡提说：“不要说十个，我这里有一箱子的金币，你把里面的金币往上一抛，假如落下后个个都是正面朝上，那这些金币你就可以全拿走了”。“那好啊，你先把金币给我。”阿凡提回答说，于是他把箱子里的金币全都倒出来，玩弄了一会儿）师：这个故事的结果到底会怎么样？阿凡提在八一老爷的面前，是否能够拿到金学生听故事、猜测并说明理由充分运用儿童好奇心强的心理特点，通过熟悉的“阿凡提”提出问题，并告诉学生学会了本节课知识能解决这一问题，从而激发学生的学习兴趣，调动学生的情感，为学习新知打下良好的基础。文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3名师精编优秀教案币？你先猜一猜。（学生猜测）这节课咱们就一起来研究可能性（板书课题：可能性）通过这节课的学习，我们就能揭开这个迷底了。二、活动体验，探究问题。以课件为依托，学生体验生活中事物发生的可能性15分钟（一）一定1、猜测。教师出示3 个盒子，让学生猜测：如果从任意一个盒子晨摸一个跳棋可能会摸出什么颜色的棋？一定能摸出红棋吗？2、体验。教师首先让两名学生进行合作，一人摇盒子，一人随便摸棋，教师猜测。3、汇报发现。我下一个将摸到的是什么颜色的棋？你有什么发现？4、推想。为什么从1 号盒子里摸出的棋都是红棋呢？5、验证。打开盒子，观察验证。师：对，因为盒子里装的都是红棋，所以无论你摸多少次得到的都将是红棋。（板书：一定）6、评价。师生共同评价，给予能相互合作、积极参与思考的学生予以奖励。（二）不可能1、猜测。2 号盒里可能会装些什么？（学生猜测）如果谁能摸到红棋，老师将奖励给他一张智慧卡。（教师未猜测体验汇报推想验证评价让学生在活动中学习数学，是课程标准提倡的学习方式。这节课相对于以往的数学课来说，其特殊之处是心体验为核心。学生有很强的好奇心，有强烈的动手欲望，因此我设计了非常开放的学习活动，使学生经历“猜测体验汇报推想验证评价”的过程，引导学生自主探索，合作交流，让学生在活动中学习，在游戏中获得愉快的数学体验，并在体验中有所发现、有所感悟、有所发展。同时，对学习也是有一定梯度的训练，对“一定”我采用的是示范引领，“不可能”采用的是扶一把，“肯能”文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3名师精编优秀教案装红棋）2、体验。教师走到学生中间，让学生任意摸棋。3、汇报。通过刚才的过程，你有什么发现？4、推想。为什么从2 号盒子，大家都没有摸到红棋呢？5、验证。打开 2 号盒子，观察。师：对，因为盒子没有红棋，所以你不可能摸到红棋。（板书：不可能）6、评价。奖励。（三）可能1、猜测。刚才，我们在2号盒子里没有放红棋，所以你摸不到红棋，现在我们两个，你一定能摸到红棋吗？2、体验摸棋。3、汇报发现。4、推想结果。5、验证答案。（板书：可能）6、评价总结。猜测体验汇报推想验证评价猜测体验汇报则完成放手让学生自己去感知、体验。文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3名师精编优秀教案推想验证评价三、联系生活，内化提高。完成练习，学生初步用“一定”“可能”“不可能”等词语来描述生活中一些事件发生的可能性，感受到生活与数学的联系。20分钟 1、合作内化。小组分工，每人完成一种现象，加深对“一定”“不可能”“可能”的理解。2、师：像今天我们提到的这样的事情在生活中也有，你能用上“一定”“不可能”“可能”举个例子吗？3、（闯关 1）师：联系生活，用上“一定”“不可能”“可能”解决“做一做”中的 6种生活现象（课件展示）。4、（闯关 2）游戏：涂一涂。（课件）5、（闯关 3）摸方块游戏：6、通过刚才我们的猜棋活动，我们来想一想阿凡提的故事，八一老爷要求阿凡提抛出的金币落下后个个都有是正面朝上，这可能吗？为什么？师：确实，按我们的推断阿凡提是不可能成功的。但是阿凡提却做到了，你知道他是怎么做的吗？（课件演示）的确，阿凡提够聪明，不大家得回了金币！小组分工，合作内化学生举例学生判断学生动手涂学生出谋划策数学源于生活，没有生活的数学是没有魅力的数学。让学生用“一定”“不可能”“可能”来描述生活中的事，不仅能激发学生的兴趣，产生亲切感，而且能使学生认识到现实生活中蕴藏着丰富的数学问题，体现了“小课堂，大社会”的教育观。关于阿凡提的故事的解决既与课始提出的问题首尾呼应形成了一个整体，又有一定的思维难度与灵活性，有利于训练学生思维的开放性。文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 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ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3名师精编优秀教案学生回答并说明自己的理由四、课堂总结，课后延伸。知识拓展，完成知识来源于生活，服务生活的理念7 分钟 1、今天我们一起学习了什么内容？你有什么收获？还有什么需要大家帮助解决的问题吗？2、回家以后，把今天学到的内容讲给爸爸、妈妈听，看看生活中还有哪些事情可能发生，哪些事情不可能发生或一定发生，一周后我们举行一个交流会，比比谁讲的多谁讲的好学生谈个人的收获，对自己的学习自我评定，并提出疑问这一环节虽然又是由教师引起的，但主体却依然是学生，教师不仅关注学生对“知识与技能”的掌握，而更重要的是对学生“情感态度与价值观”的关注。学生通过对收获的谈论，从心灵上与老师拉近了距离；在对自己的学习评价时，完全有一种人性化的姿态在里面，学生学得轻松、活泼、愉快，没有压力，是朋友的倾诉。这样的课堂自会给学生留下深刻的印象，从而达到一个良好的效果。请学生作调查，将课内活动延伸到课外，使学生再一次体会到文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3名师精编优秀教案数学与生活的联系，增强学生的数学意识。教学反思（一）首尾呼应，引人入胜心理学研究表明：人在轻松愉悦的氛围中学习效率明显高于疲惫状态下。本案例“导入”部分，我针对三年级小朋友爱听故事、爱看动画片的心理特点，用 flash动画呈现“阿凡提的故事”，并配音朗读这则布满感情的故事，从学生的生活实际出发，运用学生喜欢的寓言故事，一下子抓住了学生的注重力，使学生的思维迅速转移到了课堂上来，为该课的顺利展开打下了扎实的基础。末尾再一次重复这则寓言故事，让学生得到积极休息的同时也进行放松的思考，通过让学生说说“财主要求阿凡提将一箱子金币往上一抛，落下来个个正面朝上，你觉得可能吗”这一问题的思考与讨论，将复杂问题简明化，将“可能性”这种深奥的教学内容尽量设计成了符合低段学龄儿童的思维特点的数学活动，充分调动学生学习数学的主动性。让他们主动探索，并通过参与具有教育价值的数学活动，初步领会到一个深奥的“可能性”问题的意义。理解了可能性能帮助聪明善良的阿凡提匡复正义，夺回工钱。这时学生们异常兴奋，成为本课的又一高潮，体验到学习的快乐！（二）生活数学真有趣数学家华罗庚曾说：“就数学本身来说，是绚丽多彩、千姿百态、引人入胜的！”数学源于丰富、有趣、现实的日常生活，是生活的提炼与概括，生活中处处存在着与数学相关的生活原型。人人学有价值的数学是“标准”的基本理念之一。启发学生把数学知识与生活实际联系起来，让学生体验“生活数学”，不仅还数学本来面目，提高教学质量，还可以使学生感受到学习的快乐。例如，当学生把握了生活中的有些事情是“可能”发生，有些事情是“不可能”发生，还有些事情是“一定”发生的以后，每一位学生都有一种解决该问题的冲动，于是在小结课堂内容的同时，不失时机地抛出了这样的问题：“实际上这样的例子在我们的身边，在我们的四周还有很多很多，那你能用一定、可能、不可能来说说生活里的事吗？比比谁想得又快又多”。让学生解决生活中的例子，在游戏中愉快成长，健康发展！（三）体验学习效果好数学教学是数学活动的教学，因此在教学过程中应十分重视学生的实践活动和直接经验，充分让学生动手、动口、动脑，在活动中自己去探索数学知识与数学思想方法，在活动中体会成功的喜悦。本节课通过摸棋子游戏，让学生亲自体验事件发生的确定性和不确定性，并注重对不确定性和可能性的直观感受，给学生提供了比较充足的活动空间、探索空间和创造空间。在摸一摸活动后，又出示了六个问题，让学生选择自己喜欢的一个问题解文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5 HG6B8Z10N8K9 ZL1F3M9A1D3文档编码:CJ3P1R3Q3W5