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一、问题的提出理解余数一定要比除数小是“有余数的除法”这一内容的教学重点,也是难点。课上,教师都会通过动手操作帮助学生发现这一规律,但怎样才能让学生更好地感悟余数比除数小的规律呢?笔者以为,关键是要解决下面三个问题:怎样设计问题,从而引出规律?怎样提问更有利于学生发现和理解规律?能否变动手操作实验为动脑思维实验,调动学生已有的知识经验,启发学生直接感悟余数比除数小的规律?
First, the problem raised to understand the remainder must be smaller than the divisor is “There is a division of the remainder ” This teaching focus is difficult. In class, teachers will help students find out this law through hands-on operation. But how can we make students better understand how the remainder is smaller than the divisor? The author believes that the key is to solve the following three questions: how to design the problem to lead to Law? How to ask questions is more conducive to students to discover and understand the law? Can change the hands-on experiments for brain-thinking experiments, mobilize the students’ existing knowledge and experience, inspire students to directly perceive the law of the remainder than the divisor?