将集合、对应思想应用于小学数学教法,可以简化繁琐的思维过程,收到良好效果。我用“对应图”指导学生解分数、百分数应用题的尝试就是一例。一通过对具体事例的分析,使学生初步具有“对应”观念,并学会画“对应图”当进行第一类分数应用题教学时,就让学生初步具有“对应”的观念。如解“某校学生一年级有140人,二年级有170人,三年级有160人,四年级有180人,五年级有150 The collection, corresponding ideas applied to primary school mathematics teaching methods, can simplify the tedious thinking process, received good results. I use the “corresponding map” to guide students to solve the score, the percentage of application questions is an example. First, through the analysis of concrete examples, students are initially given a concept of “correspondence” and learned to draw “correspondence maps.” When students are engaged in the teaching of the first type of fractional application questions, students are initially given a concept of “correspondence”. Such as solution "a school 140 students in the first year, the second grade of 170 people, the third grade of 160 people, the fourth grade of 180 people, the fifth grade of 150