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物体的具体个数对学生认识和理解分数的干扰,成为“认识分数”学与教的难点。在培养四基、四能,关注创新、注重数学素养全面提升的今天,除了突破难点,我们还能做些什么?在形象呈现、直观理解的基础上,我们能否帮助学生给“几分之一”建立一个符合其认知特征的包摄度更广、更具有解释性的直观模型,以更好地沟通“一个物体的几分之一”与“一个整体几分之一”的联系,促进学生对分数本质的理解,为五年级分数意义的再认识做好准备呢?思考中,数学课标(2011版)新增的一个核心理念——几何直观,让我茅塞顿开,“几何直观”帮我的课堂走向深入。环节一:初借几何直观,在选择中有效铺垫。(课件出示箩筐里装了一个大西瓜)师:只有一个西瓜,猪妈妈怎么才能公平地分给
The specific number of objects on the students understanding and understanding of the interference scores, become “cognitive score ” learning and teaching difficulties. In training four bases, four energy, focus on innovation, pay attention to the overall improvement of mathematical literacy today, in addition to breaking through the difficulties, what else can we do? In the image of the presentation, based on intuitive understanding, we can help students give One “builds a narrower, more interpretive, intuitive model that meets its cognitive characteristics to better communicate ” a fraction of an object “and ” a whole fraction A “relationship, to promote students’ understanding of the nature of the score, to prepare for the re-understanding of the significance of the fifth grade? Thinking of mathematics standard (2011 version) a new core concept - geometric intuition, let me Clementon open, ”geometric intuition " to help my classroom go deeper. A link: early by geometric intuition, in the choice of effective bedding. (Courseware show 箩 basket filled with a large watermelon) Teacher: only one watermelon, pig mother how to be fair