《生活中的推理》教授教化设计及反思（国外英文资料）.doc

《生活中的推理》教学设计及反思（国外英文资料） Quickly master the form of reasoning method, now the teacher is going to invite children to fun guessing game of design and color, willing to challenge problems bravely, challenge yourself? (want to) T: I have no. 1, 2, 3, 3 envelope, respectively is equipped with a deck of CARDS, according to the above information to speculate that, black red card and big ace in number in the envelope. (the teacher presented the subject on the courseware and put three envelopes on the blackboard. The students saw the first item.) (1) the red card is not in the 3 envelope. (2) black CARDS are not in the envelope 1 envelope. (3) the big trump card is not in the no. 1 envelope, nor in the 3 envelope. The students are completed independently, the teachers patrol and help. The teacher asked one of the students, who do you know first? From which information? When we judge certain statements, some of them tell us directly, some are implicit in the statement, and be good at finding them! And who? (release the answer) Who is it? (release the answer) Teacher: raise your hand? You are amazing! Come, give yourself a big round of applause! (2) organizing a toy (1) create a situation. T: in front of the mathematics study, we infer from three information results, if give you four, five, or even more information, you can accurately and quickly determine the results? (can) Look, little ling is running out of breath. Why is she here now? In order to make friends with the students, she brought all her favorite toys. Can you put all these toys in the right place according to the information in the textbook? (2) ask the team leader to come up with a second pass, organize your group, and attack the problem with collective wisdom! (the teacher shows the pattern on the courseware and rounds the participation.) (3) exchange feedback. T: who will publish the results for us? (ask a group of representatives to speak, one of the students to reason the result, another classmate to put t