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一、问题的提出积与因数的大小关系的教学安排在学生学完小数乘整数、小数乘小数之后。学习小数乘法后,学生对乘法的认识更加深入,知道在乘法里也有“越乘越小”的现象。“越乘越大”容易理解,为什么会“越乘越小”呢?可能在学了分数乘法后,用“求一个数的几分之几是多少”来解释会更容易。那么,在学习小数阶段,我们该如何处理呢?二、不同设计的比较这个知识点的教学,一般有三种设计。1.举例验证教师先提出问题:在a×b=c(a、b都大于0)中,猜猜c与a的大
First, the question put forward the product of the relationship between the size and the size of the teaching arrangements Students learn the decimal integer, the decimal fraction. After learning the fractional multiplication, the student knows more about multiplication and knows that there is a “multiplication and smallness” phenomenon in multiplication. It is easy to understand why it crosses the smaller one. Perhaps after learning the fractional multiplication, it may be easier to explain using the expression “What is the fraction of a number?” . So, in the learning decimal phase, how should we deal with it? Second, the comparison of different designs This knowledge point teaching, there are three designs. 1. Example to verify the teacher to ask questions: a × b = c (a, b are greater than 0), guess c and a large