在日常研读教材的过程中,教师可以从以下几个方面去努力。一是看穿教材的“前世今生”。这虽然是指新旧知识的联系,但不是浮于表层的,而是要打通教材一脉相承的知识体系,找到新知与旧知之间的最佳关系和同化点。例如,在教学“异分母分数加减法”时,一位教师先复习整数、小数和同分母分数加法,并逐步概括出“计数单位相同,才能相加”这一结 In the daily course of study materials, teachers can from the following aspects to work hard. First, through the teaching materials “Past and Present ”. Although this refers to the connection between old and new knowledge, it is not superficial. It is to open up the system of knowledge of the same origin of textbooks and find the best relationship and assimilation point between new knowledge and old knowledge. For example, when teaching “different denominators”, a teacher first reviews the addition of integers, decimals, and denominators, and gradually summarizes the addition of “units of the same count to add.”