The Mystery of Repetition Lecture Notes

As a conscientious people’s teacher, it is possible to use lecture notes, which help students understand and master systematic knowledge. What formats should you pay attention to when writing lecture notes? The following is a repetitive mystical teaching lesson script that I compiled for everyone. It is for reference only. Let’s take a look at it together. Lesson Notes on the Mystery of Repetition 1

1. Analysis of Teaching Materials

"The Mystery of Repetition" is the content of the second lesson of the seventh unit "Mathematics is Fun" in the second volume of the second grade. Comprehensive practical activities. The main content of this lesson is to guide students to understand the simple "repetition" rule through observation and thinking. "Finding patterns" is one of the newly added contents in the new textbooks. It is a new change in the reform of mathematics course materials. It has profound mathematical ideas and is also one of the basic knowledge for students' future life and study. This is the first time that a textbook has set up independent lessons to guide students to explore patterns, and the teaching material is divided into two parts. The main scene picture of the textbook is an information-rich picture. The picture contains a lot of information with simple repeating patterns, such as: the children playing games hand in hand are arranged in the order of a girl and a boy; the lanterns are one big and one small. Arrangement order, etc. Rich situational pictures help students understand the connection between mathematics and real life and feel the universality of laws. The content of "Finding Patterns" in this textbook encourages students to find patterns in pictures based on observation and express them in their own way. Abstracting rules from actual objects and pursuing diversity of expressions can, on the one hand, deepen students' understanding and understanding of the rules, and on the other hand, develop students' reasoning abilities. In our lives, there are many such "repetition" phenomena. The purpose of giving examples of "repetition" phenomena in life is to further strengthen students' understanding of the "repetition" law and understand the connection between the law and real life.

2. Analysis of Academic Situation

This lesson focuses on studying the rules of cyclic changes in graphics. The second-year students are not a blank sheet of paper for regular learning. They have certain abilities. life experience. In the first-grade exercises, simple tree-filling and pattern-finding patterns emerged. The content arrangement of this teaching material focuses on expression rules. Every child knows the rules of expression. Due to the characteristics of children's thinking development, students prefer to use visual and intuitive methods such as drawings and words to express patterns. Teachers should guide children to use more abstract methods such as numbers and symbols to express patterns. Through learning, students can improve their thinking quality and develop their generalization and spatial imagination abilities after experiencing a series of activities such as observation, operation, analysis, and reasoning.

3. Learning Objectives

Based on the above analysis, I have formulated the following teaching objectives.

1. In the process of discovering and describing phenomena or things that are repeated many times, you can initially understand simple rules.

2. Through thinking and expressing the same laws of different things, initially develop the ability to generalize, and be able to express it in appropriate ways.

3. In the process of observation, thinking, and expression, feel the connection between laws and real life, and experience the fun of learning mathematics.

4. Teaching Process

In order to better achieve the teaching goals I set, I have arranged the following teaching sections.

1. Create scenes and describe rules

Children in the first stage of school have difficulty concentrating. It is necessary for teachers to create a scene that is closely related to children’s lives to increase children’s interest in learning. , attracting children’s attention to learning. Guide students to carefully observe the main scene picture and discover the patterns of the items on the picture. It is not difficult for students to discover the rules. The difficulty lies in how to use language to explain the rules clearly. Children express loudly and in an orderly manner, which is where the teacher focuses their guidance.

2. Expressing laws and developing abilities

How to express laws in your own way, explore the diversity of methods of expressing laws, and develop students' thinking ability are the focus of this link. The teaching of representation rules is divided into three levels. The first level: express the rules of lanterns in the way you like. This link adopts a teacher-led and student-independent learning method. Teachers focus on guiding students to make the transition from image to abstraction. In particular, the representation methods using symbols and numbers are difficult for children to understand and are the starting point for abstraction.

I gave focused guidance to help students realize that the presentation of patterns through symbols and words is more concise and clear. The second level: cooperative learning. Groups use different methods to represent the patterns of the same item. The purpose is to explore the diversity of pattern expression methods and enrich children's rational understanding of patterns. Cooperative learning doubles students' learning gains and cultivates children's sense of cooperation. In this quick board, we should guide children through comparison and other methods to make it clear that we still have options to optimize methods during learning so that mathematics can better serve life. The third level: Apply rules and develop abilities. I designed two levels of exercises to strengthen students' understanding of patterns and develop students' reasoning abilities, so as to bridge the connection between mathematics and life. Let students understand that mathematics comes from life and is higher than life, laying the foundation for finding the laws of life.

3. Connect with life, expand and extend

This content has designed two teaching contents. Allowing students to communicate about the patterns in life on the basis of thinking can enrich students' feelings about "repetition", deepen their understanding of patterns, and experience the joy of learning mathematics. The purpose of letting children design necklaces is to create situations and improve children's comprehensive abilities. The clever combination of red beads and black beads is a comprehensive consideration of the learning content of this lesson and cultivates children's innovative spirit.

In short, in teaching, teachers should boldly let go, provide students with more time for independent exploration and provide sufficient opportunities for communication, encourage children to express their unique ideas, and improve children's thinking abilities. The Mystery of Repetition Lesson 2

1. Analysis of teaching materials

1. Intention of compiling the teaching materials:

"The Mystery of Repetition" is the primary school version of Beijing Normal University The teaching content in the second volume of Mathematics for Grade 2 is Fun. The "Mathematics Curriculum Standards (Experimental Draft)" states that some important mathematical concepts and mathematical ideas should be gradually deepened. This textbook pays attention to reflecting this requirement. In this unit, it is arranged to find the simple arrangement rules of figures and numbers in connection with real life. It is designed to reflect the characteristics of strong activity and inquiry, allowing students to experience observation, operation, guessing, Analyze, reason and other activities to discover patterns.

2. The core idea of ??the teaching material content:

"Finding patterns" is one of the newly added contents of the new teaching materials. It is a new change in the reform of mathematics course teaching materials. It has profound Mathematics thinking is also one of the basic knowledge for students’ future life and study. The content of "Finding Patterns" in this textbook is a gradual transition from the cyclic arrangement patterns of graphics to abstract sequence patterns. Content like this will still appear in every textbook for second grade, but the content of exploration will gradually deepen.

2. Student Analysis

This lesson focuses on studying the cyclical changes of graphics. If this lesson is not grasped well, it will cause problems for students in their continued learning. In the "Finding Patterns" part of this semester, the pattern of "cyclic arrangement" is more complex. Not only the color of the graphics, but also the shape and quantity also have their own changing patterns. Second grade students are not a blank sheet of paper regarding the laws of quantity and shape changes. They have certain life experiences and have their own "laws" in their minds. Therefore, through learning, students must experience observation, operation, and guessing. , analysis, reasoning and other activities, thereby discovering that the color, shape and quantity of graphics also have their own changing rules.

3. Learning objectives:

1. In the process of discovering and describing phenomena or things that are repeated many times, initially understand simple rules.

2. Through thinking and expressing the same laws of different things, initially develop the ability to generalize, and be able to express it in appropriate ways.

3. In the process of observation, thinking, and expression, feel the connection between laws and real life, and experience the fun of learning mathematics.

4. Teaching process.

1. Scenario introduction

Today we are here for class. I hope every student can listen carefully and speak actively. Do you agree? Then the teacher will give you applause and encouragement first! Now, students, please give yourself a round of applause and encouragement! How do you shoot so neatly? (The rhythm of clapping is repeated slowly, quickly, quickly, quickly) So today we will explore the mystery of "repetition" together.

(Blackboard writing topic)

2. Exploration of new knowledge

1. Students, do you want to know how Mongolian children celebrate the festival? Then follow the teacher and take a look. (Show the theme map). Please observe this picture carefully, and then talk about what you see? What patterns do you find in it? Students can express their opinions online and speak freely.

2. Show the picture of "children": What is the pattern? The students' answers are that one boy and one girl appear repeatedly. When writing the rules for children on the blackboard, it is important to write two sets of repeated rules, followed by ellipses, which represent repetitions. The teacher explained that in addition to using words to express repeated patterns, drawings, numbers, and symbols can also be used to express patterns and inspire students.

3. Students choose a group of regular things they like and express them in different ways. First let the students talk about how they plan to express themselves, then complete it independently, write a book on paper, and finally display it on the booth. When you are a student warrior, you should clearly express what you use to express patterns, and why do you use the following ellipses?

4. Students, can you express patterns? There are many "repetitions" in life. Who can give an example? Show the courseware after the students have finished speaking.

3. Consolidation exercises

1. Children line up. Four more children have arrived. How should we line up? Show the children in line first (follow the rules of one boy and one girl).

2. Find patterns and fill in the numbers.

(1), 2 3 4 2 3 4 ( )( )( ).

　(2), 3 0 5 7 0 5 7 0 5 7( )( )( ).

　(3), 9 2 6 7 9( )6 7( )2 6 7( )( )()( ).

For the second question, let the students talk about the pattern first. Some students couldn’t find the pattern at first, so I reminded the children to cover the first number and look at it again, so that the children can quickly find the pattern. . Explain that sometimes it is not repeated as a whole but as a part, as is the case with recurring decimals learned in senior grades. Question 3 is about the repetition of 4 numbers. Most students can quickly find out the pattern of repetition.

3. There are 10 lanterns lined up at the venue. How many big lanterns are there? How many small lanterns are there? What if there are 15?

10÷2= 5 (Group)

Answer: There are 5 big lanterns and 5 small lanterns. Here I want to explain why we need to divide by 2, because it is a set of two.

15÷2=7(group)...1(piece)

7+1=8(piece)

Answer: There are 8 large lanterns , there are 7 small lanterns. Let students talk about what the remaining 1 means? It means the first one in a group.

4. Little Designer

Use the "repetition" rule learned in this lesson to design a simple and beautiful pattern. Students design independently and then present on stage.

5. Summary: What did you learn today?

I will stop here for this lesson and ask all teachers for their valuable opinions. Thank you!