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一、创设问题情境,激发学习兴趣。教师先出示教材第63页例1的第一问:27加2得多少?学生回答后,教师再出示第二问:27加5呢?教师用吹塑纸做的教具在黑板上贴出例1第二问的图示(右边贴27个黄色的方块,左边贴5个红色的方块),然后用手势在贴有方块的部分划一个圈,要求学生用三句话说出图意。学生按四人学习小组互相说一说:左边有29个黄色方块,右边有5个红色方块,一共有多少个方块?二、组织操作活动,开展合作探究。学生利用计数彩条,算出27加5等于多少。学生操作学具时,教师巡回指导。师:谁来说一说你是怎样算的?生,:我是从27开始数,一个一个地往下数,数到
First, create a problem situation, stimulate interest in learning. Teachers first show the teaching material Page 63 The first question of Example 1: 27 How much is 2? After the student answers, the teacher presents the second question: 27 plus 5? The teaching aids made by the teacher using blow molding paper are posted on the blackboard 1 second question (with 27 yellow squares on the right and 5 red squares on the left), then draw a circle around the square with the gestures and ask the student to state the meaning in three sentences. Students by the four-person study group to talk to each other: there are 29 yellow squares on the left, 5 red squares on the right, a total of how many squares? Second, the organization of operational activities, to explore cooperation. Students use the counting color bars to calculate how much 27 and 5 equal. When students operate schoolware, teachers tour guide. Teacher: Who say you how to count? Health ,: I am starting from 27, one by one down to the number of