数学对象往往不是孤立存在的,而是整体性数学结构中的一部分。因此,教师在数学教学中要有意识地从整体上认识和把握数学内容,让学生在“见树木更见森林”的情境中学习数学知识,构建认知结构,实现学科知识结构与认知结构、思维发展的无缝对接。从知识的结构来看,每一类计量单位都组成了一个相对独立的系统结构。“年、月、日”和学生已经认识的“时、分、秒”都 Mathematical objects often do not exist in isolation, but as part of a holistic mathematical structure. Therefore, in mathematics teaching, teachers should consciously understand and grasp mathematics contents as a whole so that students can learn math knowledge, construct cognitive structure and realize the structure and cognition of subject knowledge in the context of “See More Trees” Structure, thinking of the seamless development of docking. From the perspective of the structure of knowledge, each type of measurement unit constitutes a relatively independent system structure. “Year, month, day ” And students have known “hours, minutes, seconds ” are