目前,随着“微课”和“前置性学习”的普及,越来越多的一线教师对之都不陌生。但是,如何将微课运用于日常教学之中,如何将“微课”和“前置性学习”有效结合,最大化地实现教学目标,全面提升学生的自学能力、合作探究能力、交流辨析能力、观察能力,这些都是开展“前置性课堂”实验的老师们必须思考的问题。本文以苏教版五下《解决问题的策略(转化)》一课为例,介绍如何在小学数学策略教学的课堂中运用前置和微课。【课前】 At present, more and more frontline teachers are no strangers to the popularization of “Micro Class ” and “Preliminary Study ”. However, how to apply micro-class in daily teaching, how to combine “micro class” with “pre-study learning” effectively to achieve the teaching goal maximization, to improve students’ self-learning ability and cooperation ability , Exchange of analytical ability, observation ability, these are the teachers to carry out “pre-class” experiment must think about. In this paper, we take the Lesson 5, “Strategies for Problem Solving (Conversion)”, as an example to introduce how to use pre-and micro-classes in the classroom teaching of primary school mathematics strategies. 【Before class】