Second grade reasoning teaching plan

Reasoning is one of the basic thinking forms of logic. How to cultivate children's reasoning ability. The following is the content of the reasoning lesson plan for grade two that I recommend for you. I hope it will help you. You are welcome to read it for reference.

Teaching content of reasoning lesson plan for grade two (1): textbook 109 page examples and exercises.

Teaching objectives:

1. Through the simplest examples in daily life, let students draw conclusions by analysis and reasoning, and cultivate students' ability of preliminary observation, analysis and reasoning.

2. Cultivate students' abilities of observation, operation and inductive reasoning.

3. Cultivate students' ability to think in an orderly and comprehensive way.

Teaching emphasis: to cultivate students' thinking process of analytical reasoning and their ability to think in an orderly and comprehensive way.

Teaching difficulties: to cultivate students' thinking process of analytical reasoning and their ability to think about problems in an orderly and comprehensive way.

Teaching process:

First, introduce the conversation:

Teacher: In daily life, we can often infer an unknown result from a phenomenon or a sentence. This process is reasoning. Today we will learn reasoning.

Second, the new lesson:

1. For example 1: Tell me what you know.

Three books: Chinese, Mathematics, Morality and Life. Xiaohong, Xiaoli and Xiaogang each take one. Xiaohong is holding a Chinese book, but Xiao Li is not holding a math book. Please guess that Xiao Gang is holding the book () and Xiao Li is holding the book ().

2. Ask students to answer and give reasons.

Teacher: According to the three pieces of known information, can you guess what book Xiaohong is holding?

Teacher: What can be inferred from Xiaoli's "I didn't take my math book"?

Question: What book does Xiaoli take?

3. Teacher's summary: By analyzing what the classmates said, we can get the correct answer by reasoning. This way of thinking is called simple reasoning, which is to get the correct answer through analysis, reasoning and judgment according to the given conditions.

Teacher: If we only analyze what Xiaogang said and don't look at what Xiaohong said, can we get the correct answer?

4. Summary: In simple reasoning, we must comprehensively analyze and judge to get the correct answer.

5. Do it.

(1) Huanhuan, Lele and Xiaoxiao are three lovely puppies. The weight is 7 kg, 5 kg and 9 kg respectively. Lele is heavier than huanhuan, and laughing is the lightest. Can you write their names?

(2) Xiaodong, Xiaoyu and Xiao Wei are in Class 1, 2 and 3 respectively. Xiao Wei is in Class Three. Xiaoyu went to 1 class to find Xiaodong after class. What classes are Xiaodong and Xiaoyu?

Third, practice.

1. Games-Help small animals find their homes.

Deer, pandas, lambs, cats and rabbits in the forest were assigned to new houses. The deer said, the cat is on my left.

The lamb said, the panda house is on the left and the rabbit house is on the right.

Rabbit said: The third house on the right is my home.

Can you help them find a new home? Tell me what you think.

2. Guess which room the animals live in. Rooster, lamb, panda, sika deer and squirrel go on a trip. They live in the hotel room 1-5. The waiter told them that pandas don't live in rooms 1, 3 and 5. Sika deer live twice as long as pandas. Lambs live on the right side of sika deer. The rooster lives closest to the panda, and the panda lives to the right of the rooster.

Guess which room these animals live in.

Fourth, summary.

What are we studying today? Did you get anything?

Blackboard design:

reason

Xiaogang has a (math) book.

Xiao Li is holding an English book.

Second grade reasoning teaching plan (2) Teaching objectives:

1. Let students feel the process of simple reasoning and gain some experience of simple reasoning through mutual understanding and guessing between teachers and students.

2. Cultivate students' preliminary analytical reasoning ability and cooperation ability.

Teaching focus:

Cultivate students' preliminary analytical reasoning ability and observation ability.

Teaching difficulties:

Cultivate students' ability of orderly and comprehensive thinking.

Teaching aid preparation: courseware, animal pictures, study paper.

Teaching process:

First, create situations and introduce new knowledge.

Teacher-student conversation: Hello, children! Do you know me? Then who am I? No, I'm your big partner, and the teacher wants to be your friend. Do we still need to know each other? What does my friend want to know about me? Is there a problem? What do you call me? Please guess.

Title: Guess.

Mark the students' answers.

Teacher: So many surnames? Is it too tiring to guess like this? Then the teacher will give you a hint! The condition of courseware display is "My surname may be Wang or Ye". The student continued to guess. Teacher: Why didn't anyone guess my last name was Zhang? Guide students to attach importance to conditions. Why are there two opinions? Can you guess right at once? The teacher will give you another hint: the courseware shows the condition: "You can't be surnamed Wang."

Excuse me. Can you guess my last name at once? Why? Guide students to state their views with "because".

Second, teachers and students interact to explore new knowledge.

(1) Reasoning with two known conditions.

1, guess the gift.

Teacher: Just now, this classmate guessed the teacher's surname at once. The teacher will reward him with a small gift.

Teacher: (showing the envelope) Can you guess what gift is in the teacher's envelope? Let students guess freely. Haha, no one guessed, so listen to the teacher's hint! Condition 1: "There are small fish and butterflies in the envelope". Give the student an envelope and let the student guess what gift he will get. Let the students guess again. There are two answers!

Exhibit 2: "The letter in the teacher's hand is not a butterfly."

Excuse me, what gift is he taking? Use because ... therefore ... statement.

Teacher: According to your guess (the conditions given by the teacher), blackboard writing: conditions.

What can you guess from the conditions? (result), blackboard writing: result

The children's performance just now was great, which shows that everyone is very smart and can guess the correct conclusion step by step from the beginning according to the clues given by the teacher. This is a new lesson we are going to learn today-simple reasoning. Write on the blackboard.

2. Guess the name.

Teacher: Is it fun to guess? Then I want to play. Just now the teacher kept saying, guess, now change it. Teacher Ye doesn't know everyone yet. Let me guess who you are. The teacher has a study paper here, please fill it out carefully. Let the students read it first, then fill it in, find out the meaning, and then say the requirements. The teacher made a tour while filling out the form.

Let two groups of students report on the stage, and the teacher will guess. After guessing, the students will use "because ... so ... and then ...". Ask the students to talk to their deskmates like just now, and then find a classmate to report.

(2) Reasoning with three known conditions.

We were guessing just now, and so were the second-grade children of Dongfang Ling Primary School, the teacher's school. What are they guessing? Guess what? Let's take a look!

Example 1.

What do you know in this picture? How many conditions? Guess what's the difference from what we just played? What problem do you want us to solve?

Let the children think independently first, and then talk to your deskmate about your thoughts. Then do it in the textbook, and then let the students report and communicate.

Students report to the teacher while summing up. Solve problems by writing on the blackboard.

(1) What can be determined? What can we do? Write on the blackboard and connect.

(2) There are still several conditions left. Can you infer the result? How to reason? Write it on the blackboard and explain it.

Students communicate with their deskmates again according to the method demonstrated by the teacher just now.

Third, consolidate practice and expand.

The courseware shows the exercises. Students think first, then communicate with their deskmates, and then report the communication.

Fourth, class summary.

Please tell me what you have learned in this class. Or what did you get?