爱动是小学生的行为特征之一,让学生动手操作虽符同儿童的行为特征,但要使学生真正动起来,并能坚持下去,就必须使学生对操作内容有新奇感,对结果有求知欲,以致跃跃欲试,急于动手探个究竟。因此,在让学生动手操作之前,创设情境,激发学生的操作兴趣,使之产生操作的内在动力非常重要。如教学“米、分米、厘米的认识”时,在学生认识了米、分米、厘米的长度单位后,我先让学生估计“教室的长度”、“课桌的高度”、“人的身高”等,然后问学生:怎样知道自己估计得准不准?想不想再测量一下?由于学生急于知道自己估计的结果是否准确,这时教师再让学生动手测量, Aimo is one of the pupils ’behavioral characteristics. Although students’ hands-on operation is consistent with children’s behavioral traits, it is necessary for students to have a sense of novelty about the contents of the operation and to know the results if they are to really motivate and persist. Desire, so eager, eager to explore what exactly. Therefore, it is very important to create a situation, to stimulate the students’ operational interest and to make the inner motivation of the operation before letting students practice it. Such as teaching “rice, decimeter, centimeter understanding ”, when the students know the meter, decimeter, centimeter unit of length, I let students estimate “classroom length ”, “the height of the desk ”, “ People’s height ”, and then ask the students: how to know their own estimates are not accurate? Want to measure? Because students are eager to know their own estimates of the accuracy of the results, then teachers let students hands-on measurement ,