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在数的教学中巧妙融合,发展学生的数感在小学数学教材中,数的认识采用“出示实物——建立表象——读数和写数”。在计数器上认数虽然很直观,但在算盘上拨珠认数效果更好。因为算盘最大的特点是:档位清楚、示数直观,儿童通过动手拨珠,建立“物——珠——数”的对应关系。如:在教学“1-9的认数”时,我针对珠心算教学,适当改编了数学课程教材,先媒体出示一只蝴蝶的实物图。再引导学生:1只蝴蝶可以用“一颗下珠”来表示,
In the number of teaching clever fusion, the development of the sense of the number of students in primary school mathematics textbooks, the number of understanding using “show kind - to establish appearance - reading and writing ”. While counting on the counter, although very intuitive, but the beads on the abacus to identify better. Because the most significant feature of the abacus is: stalls clear, show the number of visual, children move the beads, the establishment of “things - beads - the number of” correspondence. Such as: teaching “1-9 recognition ”, I am teaching Abacus calculation, appropriate adapted math course materials, the first media to produce a butterfly physical map. Then guide the students: a butterfly can be used “a bead” to indicate,