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在“100以内数的认识”中,教材呈现一个单独的教学内容:用珠子摆数。尽管珠子的数量不同,摆出的数也不尽相同,但是这些数的组成过程却有着相同的方法结构,只要有序地把珠子从一个数位向另一数位有序移动,就可以不重复、不遗漏地形成不同的数。学生经过操作之后还会发现其中蕴藏的规律,即根据加法算式就可以写出相应珠子摆出的数,让学生的符号化思维得到发展。一、用2颗、3颗珠子摆数——教“结构”
In the “” 100 “number of knowledge ”, the textbook presents a separate teaching content: the number of beads. Although the number of beads is different and the numbers are different, the composition of these numbers has the same method structure. As long as the ordered movement of beads from one digit to another digit can be repeated, Do not miss the formation of different numbers. After the operation of the students will find the law contained therein, that is, according to the addition formula can write the number of beads put out to enable students to develop the symbolic thinking. First, with 2, 3 bead number - teach “structure ”