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在小学的数学学习过程中,分数知识的学习和运用是一个难点,也是一个分化点,学生在这个知识点上容易出现理解障碍,成绩下滑。而学生对于分数的学习困难很大一部分原因是没有在整小数知识和分数之间建立联系,实现知识的正迁移,从而在题目条件中分数意义的判断上出现问题。本文从学习时间和知识抽象性两方面分析了整小数知识的思维模式对于分数学习的影响,同时通过具体的策略,以期寻找到帮助学生迈过分数学习这道“坎”的途径和方法。
In the process of primary school mathematics learning, learning and using of fractional knowledge is a difficult point and also a point of differentiation. Students are prone to understand obstacles in this point of knowledge and their grades decline. Students’ difficulty in learning scores is due in large part to the fact that there is no connection between whole decimals knowledge and scores and a positive transfer of knowledge, resulting in problems in judging the significance of scores in the topic conditions. This paper analyzes the impact of the thinking pattern of integer decimal knowledge on fractional learning from two aspects: learning time and knowledge abstract. At the same time, through specific tactics, we hope to find ways and means to help students to step through fractional learning .