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一、理解意图,用教材教人教版一年级上册第五单元在学习了10以内加减法后,教材编排了连加连减的计算教学,教材上的编排充分考虑一年级学生的认知特点,从情境图入手,从图中获取信息,提出问题,列出算式。在这个过程中,让学生经历从具体事物中理解图意,逐渐从题中剥离出具体算式,进行算法的教学。通过本阶段的教学和练习巩固,发现学生对于计算知识掌握较好,但是对于连减,尤其是加减混合的图示难以理解,也就很难列出正确算式。下面通过几幅情境图来分析这部分知识内容;
First, understand the intent, with the textbook teaching PEP The first unit on the fifth unit After learning the addition and subtraction within 10, the textbook arrangement plus or minus the calculation of teaching, textbooks arranged to take full account of the first-year students’ cognitive Features, starting from the situation map, get information from the map, ask questions, list formulas. In this process, let the students experience from the concrete understanding of the intent, and gradually stripped from the title specific formula, the algorithm of teaching. Through this period of teaching and practice to consolidate and found that students have a good grasp of the computational knowledge, but for the continuous reduction, especially the addition and subtraction of the mixture difficult to understand the diagram, it is difficult to list the correct formula. Below through several scenarios to analyze this part of the knowledge content;