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分数意义的教学既是第十册教材的重点,也是难点。为了突破这一难点,教学时除充分利用课本中的图形实例说明分数是一个什么样的数外,还可让学生自己操作学具,动手动脑归纳出分数的意义。例如:教学前让学生每人准备一长方形纸条(长20厘米、宽2厘米左右),要求学生先把长方形纸条对折一次,表示把它平均分成了两份,其中一份表示“1/2”,再对折一次取其中的一份、三份各表示几分之几?教学时要紧扣住这里所表示的1/2、1/4、3/4与单位“1”的关系。接着再让学生把18个小圆形
The teaching of fractional significance is not only the focus of the tenth book, but also difficult. In order to break through this difficulty, in addition to making full use of the graphic examples in textbooks to teach students what the scores are, the students can also operate the learning tools themselves and sum up the meaning of the scores. For example, students are required to prepare a rectangular strip of paper (20 cm long and 2 cm wide) before teaching. Students are required to fold the rectangular strip first, indicating that they are equally divided into two parts. One of them says “1 / 2 ”, and then take one of the two fold, each of the three said a few? Teaching should be closely linked with the here expressed 1 / 2,1 / 4,3 / 4 and the unit“ 1 ”relationship. Then let the students put 18 small round