论文部分内容阅读
最近,听了三年级的几节计算课,课中,教师对“三算”(口算、估算、笔算)教学的几近相似的理解与处理,引起了我多年来对计算教学改革的一些个人思考。故撰写此文,与广大同仁交流,讨论。案例(该案例融合了几位教师的课堂):问题情境:围棋盘由纵横各19条线组成,棋子下在它们的交叉点上。围棋盘共有多少个交叉点?学生给出算式:19×19。师:大家能计算这个算式吗?生:不能。师:那我们就需要估算。
Recently, after listening to a few sections of the third grade in the calculation class, the teachers’ understanding and handling of the “three calculations” (oral arithmetic, estimation, and pen arithmetic) teaching has caused me to study teaching reform for many years Some personal thinking. Therefore, writing this article, with the majority of my colleagues to discuss and discuss. Case (The case incorporates several teachers’ classrooms): Problem scenario: The chessboard is made up of 19 lines in both sides, with the chess piece at their intersection. How many intersections does the chessboard have? The student gives the formula: 19 × 19. Teacher: Can everyone calculate this formula? Teacher: Then we need to estimate.