由于“有余数的除法”的概念抽象,不少学生在理解、掌握上存在一定的困难,听课更无兴趣。用什么办法提高学生的兴趣呢?几年来我一直在琢磨这问题。有一天,我在辅导学生练习,无意间听到一位学生给另一位学生讲解:“除法竖式看起来像一条小鱼,除数、被除数是‘鱼身’,商是‘鱼头 Due to the conceptual abstraction of “Division with Residues,” many students have some difficulties in understanding and mastery, and are less interested in lectures. In what ways to improve students' interest? I've been pondering this issue for years. One day, I was counseling students to practice and inadvertently heard a student explaining to another student: "The division vertical looks like a fish, divisor, divisor is the fish body, the business is the fish head