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小数,对于学生来说并不陌生,主要来源于两方面:一是已有知识,包括整数和分数的知识,特别是分母为10的分数的含义;二是生活经验,包括学生在生活中接触到的商品价格、长度、质量等。但对于小数的意义即分母为10,100,1000…的分数的另一种写法不了解,也就是说学生没有把小数和十进制分数联系起来。要利用数形结合的思想,帮助学生建立联系,认识并完善小数的意义,培养学生的数感。
Decimals, which are not new to students, come from two main sources: first, knowledge of existing knowledge, including integers and fractions, and in particular denominator scores of 10; and second, life experiences, including exposure of students to life To the commodity price, length, quality and so on. But another way of writing about the meaning of decimals, ie the denominator of 10, 100, 1000 ..., is not understood, meaning that the student does not relate the decimal to the decimal fraction. To take advantage of the idea of combining numbers and shapes, to help students establish contact, recognize and improve the meaning of decimals, develop a sense of the number of students.