镇组织教研活动,教学《可能性》一课,总体上感觉尚可,但在导入环节的处理上总感有些欠缺。本课我设计了一个游戏导入:锤子、剪刀、布。目的是在两人一次对决中,通过猜拳游戏使学生感受到事件发生的可能性,而引出课题。这样,既可激发学生兴趣,又可以唤起学生已有的知识经验,可谓“一石二鸟”。不出所料,学生对游戏兴致高涨。可当选出两生上前对决时,问题出现了,其他学生对胜负结果的猜测一边倒。为了达到感受“可能”的目的,又进行了不同人的两次、三次猜拳,但情况却相同。反思此环节,“导入”是好的,想法是好的,可结果却不尽如人意,问题出在 Town organization of teaching and research activities, teaching “possibility” lesson, the overall feeling is acceptable, but the processing of the import link always felt a bit lacking. This lesson I designed a game to import: hammer, scissors, cloth. The purpose is to lead the students to feel the possibility of the incident through quizzes in a duel between two people. In this way, not only can stimulate student interest, but also can arouse the students’ existing knowledge and experience, can be described as “a stone two birds.” Unsurprisingly, students are in high spirits with games. When the two livelihoods were elected, the problem arose, and other students guessed about the outcome. In order to achieve the feeling of “possible”, but also for different people’s two or three times, but the situation is the same. Reflect this link, “Import ” is good, the idea is good, but the result is not satisfactory, the problem lies in