一、问题的产生曾多次听到关于找规律的公开课,自己也曾执教过五年级的找规律,在听课和自己执教的过程中,我发现学生在运用规律解决一些问题时,直接套用现成的公式并没有什么困难。例如,间隔排列的规律,学生知道一一间隔排列中,两端物体比中间物体的个数多1,他就会根据这个规律去判断一些现象。周期规律,当学生知道如何计算某个物体的数量以及第几个是什么物体时,学生解决问题也没有困难。但是,在这种看似良好的教学效果之下,再来关注学生探究规律的过程, First, the problem has repeatedly heard about the open law of the class, he also coached the fifth grade to find the law, in lectures and coaching process, I found that students use the law to solve some problems directly applied Ready-made formula and no difficulty. For example, in the regular arrangement of intervals, students know that in intervals, the numbers of objects at both ends are more than the number of intermediate objects, and he will judge some phenomena according to this law. The law of the cycle, when the students know how to calculate the number of an object and the first few objects, the students have no difficulty in solving the problem. However, under this seemingly good teaching effect, we should pay more attention to the process of students’ inquiry into the law,