教学中教师要充分组织学生实验、观察,让学生经历发现、猜测、推理、验证的过程,从而能够数学地表达和思维。当然,经历这样的活动过程,承载数学知识结构的“实物原型”必须具有重要的意义。小学生思维特征的直观性与数学知识的抽象性之间存在矛盾,数学教学需要有意识借助实物直观语言帮助学生理解抽象的数学语言。因此,要依据实物直观外部形状、内部结构等对比演示,多层次、多角度观察、 Teaching teachers should fully organize the students experiment, observation, so that students experience discovery, speculation, reasoning, verification process, which can be mathematically expressed and thinking. Of course, after going through such activities, the “physical prototype” bearing the structure of mathematical knowledge must be of great significance. There is a contradiction between the intuition of primary school students’ thinking characteristics and the abstraction of mathematical knowledge. Mathematics teaching needs consciousness to help students understand abstract mathematical language through in-vivo visual language. Therefore, according to the physical appearance of the external shape, internal structure and other comparative demonstration, multi-level, multi-angle observation,