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《课程标准(2011年版)》将数感描述为一种感悟,并将这种感悟主要归结为三个方面,即“数与数量、数量关系、运算结果估计”。同时,还进一步指出:“建立数感有助于学生理解现实生活中数的意义,理解或表达具体情境中的数量关系。”可见,建立数感不会像知识技能的习得那样,一蹴而就,立竿见影,而需要联系现实生活背景,引导学生在潜移默化中不断积累,在数的认识、理解和应用过程中逐步发展。在教学“小数的意义和性质”的过程中,有意识地引导学生从不同角度了解实
“Curriculum Standard (2011 Edition)” described the number sense as a kind of perception, and this feeling mainly attributed to three aspects, namely “number and quantity, the relationship between quantity, the operation result is estimated ”. At the same time, I further point out: “The establishment of a sense of number helps students to understand the meaning of numbers in real life and to understand or express the quantitative relationship in specific situations.” “Therefore, establishing a sense of number will not be like the acquisition of knowledge and skills, One-stop, immediate, but need to connect with the real life background, guide students to accumulate in imperceptible, the number of understanding, understanding and application of the gradual development. In the teaching of ”the meaning and nature of decimals," the process of consciously guiding students to understand from different angles