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《长度单位》一课是人教版二年级上册第一单元的内容,笔者今年再次教学这一课,有许多感想和大家一起分享。一、从教材的编排上看1.情景图的创设更有深刻的数学与社会价值。人教版旧教材中是呈现了一些学生用曲别针、尺子、木块、三角形图片、铅笔等测量数学书本的长与宽的操作情境,而后用硬币、曲别针、木块分别测量数学书本的宽,产生认知冲突从而得出统一长度单位的必要性。新教材则利用古人用庹(成人两臂左右伸直的长度)量巨石、用拃量布的长度以及用脚掌长量竹竿的情境,让学生了解到很久以前人们用身体的某部分作为长度单位,初步体会到测量长度必须要有合适的长度单位。通过这样的情境改变,教材中删减了一些刻意安排的探究性活动,使其所呈现的内容更尊
“Length unit” lesson is the second unit of PEP, the first unit of content, the author again this year teaching this lesson, there are many feelings and we share. First, from the choreography of the textbook 1. Scenario creation more profound mathematical and social value. The PEP textbook presents some students’ long and wide math scenarios of measuring math books such as paperclips, rulers, wooden blocks, triangular pictures, and pencils, and then measures the width, The need to produce a unit of uniform length by producing cognitive conflicts. The new textbook uses the ancients to use 庹 (adult arms around the length of the extension) amount of boulders, with the amount of cloth length measurement and the length of the bamboo with the feet of the situation, so that students learned a long time ago, people use some part of the body as a unit of length , Initially realized that the measurement length must have the appropriate length unit. Through such a situation change, the textbook to cut some deliberately arranged inquiry activities, so that it presents a more respectable