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在往年教学二年级数学第三册的第一单元“长度单位”时,班里常常有几个学生对于米和厘米之间的进率掌握的比较模糊,做题时常出现“5米=(50)厘米,跳绳长2(厘米),铅笔长12(米)”之类的错误。多次纠正效果不明显,类似的错误经常在几个学生身上重复出现。在今年的教学时,我一直在思考,怎样才能避免这种情况呢?认识长度单位,不能仅仅告诉学生单位名称和单位之间的进率,更重要的是让学生了解每一个长度单位的实际长度,能够在实际中应用。为了做到这一点,教学时应注意让每个学生都参与实践活动。认识长度单位厘米时,我让学生用两个手指比一比1厘米的实际长度,量
In the past years, teaching the second unit of mathematics, the third unit of the first unit “length unit ”, the class often have several students in the control of the rate between the meter and centimeter fuzzy, often “ 5m = (50) cm, jump rope length 2 (cm), pencil length 12 (m) ”and the like error. Repeatedly corrected effect is not obvious, a similar error often repeated in several students. During this year’s teaching, I have been thinking about ways to avoid this. Knowing the length of a unit can not just tell the student unit’s name and unit rate of progress, but more importantly, letting students know the actual situation of each unit of length Length, can be used in practice. In order to do this, care should be taken in teaching each student to participate in practical activities. When knowing the length of a unit of centimeter, I let the student use two fingers more than a centimeter of actual length, amount