一、活用学具,让抽象事物形象化小学生的思维正处在具体形象思维向抽象逻辑思维发展的过渡阶段。他们的抽象思维需要在感性材料的支持下才能进行。对大多数孩子来说数学理论的表述往往是抽象的,这就需要教师在学生的形象思维和数学抽象化之间架起一座桥梁,充分发挥学具操作的作用,把抽象的数学知识形象化、具体化,使学生理解得更透彻。如教学“小数点位置移动”一节,学生对小数点位置移动感觉比较抽象,他们对此认识很 First, the use of learning tools, visualization of abstract things Pupils’ thinking is in the concrete image of thinking to the development of abstract logical thinking transitional stage. Their abstract thinking needs to be supported by sensuous materials. For most children, the expression of mathematical theory is often abstracted, which requires that teachers should bridge the students’ image thinking and mathematical abstraction, give full play to the operation of learning tools, visualize the abstract mathematical knowledge, Specific, so that students understand more thoroughly. Such as teaching “move the decimal point ” section, students feel more abstract position of the decimal point movement, they know this very