论文部分内容阅读
我在算术教学中,发現儿童对乘数和被乘数、包含除法和等分除法往往混淆不清。上学期我教三年級算术时,特别重視这兩个問題,收到了一定效果。我是怎样使儿童分清乘数与被乘数的?我在开始教乘法式題时,如3×4,总念4个3,讓儿童明白3是被乘数,“4个”的“4”是乘数,同时,嘴里念4个3,并用手指从4到3画一弧形,3×4。经常这样做,使儿童巩固的知道5×4就是4个5,7×3就是3个7。我在講应用題时,开始也用图解帮助儿童分清哪一个是乘数、被乘数,例:有4个学生,每人做6朶紙花,共做了几朵紙花?經过分析后,我問儿童:題目里告訴我們有几个学生?(4个。)我就画4个圓圈表
In my arithmetic teaching, I found that children are often confused about multipliers and multipliers, including division and division. Last semester I taught the third grade math, with particular attention to these two issues, received some results. How do I divide the children by the multiplier and the multiplier? When I started to teach French, for example, 3 × 4, always read 4 3, let the children know that 3 is multiplicand, “4” “4” "Is a multiplier, at the same time, his mouth read 4 3, and draw a finger from 4 to 3 arc, 3 × 4. Often do so to make children know that 5 × 4 is 4 5,7 × 3 is 3 7. When I was talking about the application, I also started to use diagrams to help children distinguish which one is a multiplier, multiplicand, for example: 4 students, each made of 6 paper flowers, made a total of a few paper flowers? After analysis After that, I asked the children: How many students did you tell us in the subject? (4). I drew 4 circles