一位四年级老师,教学《能被3整除的数的特征》时,采用了设障法进行教学。他根据教材的重点、难点和关键以及这节课的教学目的,给学生设置若干个学习障碍,让学生自己在不断扫除学习障碍的过程中获取知识,增长才干,收到了较好的教学效果。第一个障碍,旨在激发学生的求知欲。新课一开始,老师给出了几个较大的数。让学生判别能否被3整除。结果全班学生没有一个举手发言。然后反过来,叫学生报数让老师来判断能否被3整除。结果 A fourth-grade teacher, teaching the “can be divisible by 3 the number of features”, the barrier method used to teach. According to the teaching materials, the key points, the difficulties and the key points, as well as the teaching purpose of this lesson, he set several learning disabilities for students so as to enable students to acquire knowledge, improve their abilities and receive better teaching results while continuously cleaning up their learning disabilities. The first obstacle is to stimulate students' curiosity. The beginning of the new class, the teacher gives a few larger number. Let students determine whether divisible by 3. As a result, none of the class members raised their hands to speak. Then, in turn, ask the students to count them so that the teacher can tell if they are divisible by 3. result