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指导思想:在教师引导下,学生动脑、动手、动口,主动探索规律,并通过练习,巩固知识,形成技能。一、例1的教学设计重点:理解公倍数、最小公倍数的意义。(一)教学例1,从感性上认识公倍数和最小公倍数。1.按例1要求,学生先写出4的几个倍数,再写出6的几个倍数。(6个左右)
Guiding ideology: Under the guidance of teachers, students can use their brains, hands-on and mouth-opening activities to explore the law voluntarily and consolidate their knowledge and form their skills through practice. First, the teaching of Example 1 focus: to understand the common multiple, the least common multiple significance. (A) Teaching Example 1, from the perceptual understanding of the common multiple and the least common multiple. 1. According to the requirements of Example 1, students first write a few multiples of 4, and then write a few multiples of 6. (About 6)