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在整个小学阶段,大部分数学概念都没有下严格的定义,而是从学生所了解的实际事例或已有的知识经验出发,尽可能通过直观具体的形象,帮助学生认识概念的本质属性。在进行《分数的初步认识》教学设计时,我特别注重学生已有的数学活动经验,在教学中创设学生熟悉的、感兴趣的情境,通过“观察操作—类比思考—概括反思—精炼反馈”层层递进,积累数学活动经验,感知分数的产生过程,初步学会1/2及几分之一,帮助学生建立分数的概念。
Most of the mathematical concepts are not strictly defined throughout the entire elementary school. Instead, they are based on actual cases or existing knowledge gained by the students and try their best to help students understand the essential attributes of the concept through intuitive and specific images. During the teaching of “initial recognition of scores”, I paid special attention to the students’ experience in math activities, created familiar and interesting situations for students in teaching through “observation operation - analogical thinking - summary reflection - refined feedback ”Step by step, the accumulation of experience in math activities, perceived scores of the production process, the initial 1/2 and a few to help students establish the concept of scores.