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这几年我省小学数学课堂教学研究的重点之一是概念课教学,今年我们地区也相应地开展了这方面的研讨,并要求我市确定一位老师上一节数学概念课。于是,我们选择了人教版二年级下册第54页例2来进行研究。一、“倍”概念的教材编排引争议在研究的过程中,产生了不同的意见:正方:二年级下册第54页的例2是以“解决问题”的形式出现的,实际上学生在二年级上册第76页已经认识了“倍”。二年级下册第54～55页的例2和例3应该是运用“倍”的概念去解决实际问题,而没有
In recent years, primary school mathematics classroom teaching research in our province is one of the focus of the concept of teaching, this year our region has also conducted a corresponding study in this area, and asked the city to determine a teacher a mathematical concept lesson. So, we chose PEP P.22 to study. First, the “times ” concept of textbooks cited controversy in the research process, had a different opinion: Square: second graders on page 54 of Example 2 is to “problem-solving ” in the form of, In fact, students already know “times ” on page 76 of the second grade. Grade two and two in the second volume of 54-55 should be the use of “double” concept to solve practical problems, but not