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人们对事物正确、完整的认识,往往需要多次反复才能完成,而每一次认识的要求及水平是逐步提高的。小学生学习运算定律、性质更是如此,教材在完整系统归纳这些知识之前,就有意识地在一些例题或习题中安排相关的内容,为正式学习做铺垫,使学生对这些定律和性质有一个初步的感知。这个阶段是属于知识的孕伏铺垫阶段,我们要把握好目标要求,适时地利用教材,适当地进行渗透,而不能随意拔高要求。如“加法交换律”在第八册才系统归纳。但从第一册开始,这一定律的运算形式就开始出现了。在第一册第10页出现“4+1=5、1+4=s”的运算形式,对这种形式的式子,教师要充分利用实物图,帮助学生观察比较,找出实物不同的排列位置,引导学生列出算式,理解加法的意义。要引导观察:“左图中有4只小兔在吃食,又跑来1只,一共有几只小兔?算式是什么?”“右图
People's understanding of things correctly and completely often takes many times to complete, and the requirements and level of each understanding are gradually raised. Primary school students learn the law of operation, even more so, the textbook in the complete system to summarize these knowledge, consciously arranged in some examples or exercises relevant content, to pave the way for formal learning, so that students have a preliminary on these laws and nature Perception. This phase belongs to the stage of pregnancy and bedding of knowledge. We must grasp the target requirements, make timely use of teaching materials and properly infiltrate, and can not arbitrarily set high demands. Such as “law of addition and exchange” in the eighth book was systematically summarized. But beginning with Book 1, the form of this law began to emerge. On page 10 of the first book, the form of “4 + 1 = 5,1 + 4 = s” appears. For this form of expression, teachers should make full use of physical images to help students observe and compare to find out the difference Arrange the position, guide students to formulate formulas, understand the meaning of addition. To guide the observation: “There are four rabbits in the left picture eating, ran one, a total of a few rabbits? What is the formula?” "Right