人教版教材对于解决“鸡兔同笼”问题这一内容先后安排了列表凑数、假设和抬腿等方法,旨在体现解决问题的不同思路和方法。同时,通过不同方法的探究让学生感悟数形结合、凑数假设、有序思考等数学思想方法。在笔者看来,其中的假设法能有效沟通列表、画图等多种方法,训练学生的数学思维,理应成为本课的教学重点。一、困难分析及课前设想笔者在多次的课堂调研中发现,在教学“鸡兔同笼”内容时农村学生对假设法的学习有着较大的困 People’s Education Edition teaching materials to solve “chicken with rabbit cage ” This content has arranged a list of numbers, assumptions and leg lift and other methods designed to reflect the different ideas and methods to solve the problem. At the same time, through the exploration of different methods, students can comprehend mathematics and methods such as combination of numbers, make up a few hypotheses and orderly thinking. In the author’s opinion, the hypothetical method in it can effectively communicate the list, drawing and other methods to train students’ mathematical thinking, which should become the focus of this lesson. First, the difficulty analysis and pre-lesson hypothesis I found in many classroom research, in the teaching of “chicken with rabbit cage” content of rural students on the assumption that learning has a greater difficulty