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教师在设计教学时,要选择促使学生利用现有知识探索习得新知的教学方法,使学生的学习始终处于“主动学习——探求新知——心理满足”的良性循环中。下面以有余数除法的教学为例,谈谈个人的一点体会。有余数的除法是在学生学了除法的认识和掌握了表内除法的竖式后进行教学的。教学的重点是让学生在平均分的基础上,理解余数的概念,掌握有余数除法的试商方法,理解余数比除数小的道理。一、借助学具操作,引入“余数”概念。
When designing teaching, teachers should choose to promote students to use existing knowledge to explore new knowledge acquisition methods, so that students always learn in the “active learning - to explore new knowledge - psychological satisfaction,” a virtuous circle. The following division teaching with the remainder, for example, to talk about personal experience. The division of the remainder is taught after students learn the division and grasp the vertical division of the table. The focus of teaching is to enable students to understand the concept of the remainder on the basis of average points, master the trial method with remainder division, and understand the truth that the remainder is smaller than the divisor. First, with the operation of learning tools, the introduction of the “remainder” concept.