在多年的六年级教学中,笔者发现一个较为奇怪的现象:在学习“稍复杂的分数乘法实际问题”与“稍复杂的分数除法实际问题”的教学时,学生学得很好,一旦进行综合性的练习,则会有相当一部分的学生不知应该用乘法还是除法计算,即使现行的苏教版教材中,要求学生用方程解决分数除法问题,仍有一部分学生无法正确判断用何种方法。教材采用“部分+部分=整体”的设计思路,即将稍复杂的分数实际问题分解成稍复杂的分数乘法实际问题和除法实际问题,逐个教学。这种分割开的教学,使得学生的思维处于一种低水平状态:单独学我 In many years of sixth grade teaching, I found a rather strange phenomenon: students learned well when they were learning “practical problems with slightly complicated fractional multiplication” and “slightly complicated fractional practical problems” , Once a comprehensive exercise, there will be a considerable part of the students do not know should be calculated by multiplication or division, even if the current version of the Sujiao textbooks require students to solve the problem of fractional division of the equation, there are still some students can not correctly determine with what Kind of method. The teaching material adopts the design concept of “part + part = whole”, that is, to break down the actual problem of the slightly complicated score into the actual problem of the complicated score multiplication and the actual problem of division, and to teach one by one. This split teaching, making students think in a low state: I learn alone