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一、创设情景引出课题(谈话引入。略)二、探索算理总结算法(一)探索小数加减法的算理师:0.79-0.76怎么算?为什么这样算?下面请大家利用学习材料,独立地探究一下吧,看谁的想法又好又多。学生独立思考探究。师:老师看到很多同学已经有了自己的想法,也有同学遇到了困难,请把你的想法和困惑在小组交流一下吧。小组交流,教师巡视,收集学生不同的做法。【评析】在这个环节中,教师给学生准备了大量的探究素材,鼓励学生独自思考、自主探索出从具体到抽象等多种方法,使学生感受到探究的快乐,并初步渗透了数形结合思想和转化思想。
First, the creation of a scenario leads to the topic (Conversation introduced.) Second, to explore the algorithm summary algorithm (A) to explore the addition and subtraction of the decimal arithmetic operator: 0.79-0.76 how to count? Why so? Here you use the learning materials, independent Explore it and see who is better and better. Students’ independent thinking and inquiry. Teacher: The teacher saw a lot of classmates already have their own ideas, there are classmates encountered difficulties, please put your ideas and confusion in the group to exchange about it. Team communication, teacher visits, collects students’ different approaches. [Comment] In this session, teachers prepare a large number of inquiry materials for students to encourage students to think independently and independently explore a variety of methods from concrete to abstract, so that students feel the joy of inquiry, and initially infiltrated the combination of a few figures Thought and transformation thinking.