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一、缘起我县曾就一堂展示课人教版《数学》二年级下册《表内除法的复习与整理》进行了深入的备课研讨,磨课范围涉及了3所学校的12个班级。通过大范围的公开复习教学我们了解到,学生对除法计算技能的掌握较为扎实,这本质上得益于乘法口诀的熟练背诵:在碰到应用除法解决问题时,学生也能正确列出除法算式并计算。那么,学生对除法含义掌握得很好了吗?其实不然,在教学中我们也发现了一些问题,这些看似不起眼的问题却也带着些普遍性。二、症状描述(一)教师对“平均分”不够重视。在复习试教中,很多班级的学生对于除法意义的
First, the origin of the county had a demonstration of the lesson PEP “math” second grade book “review and finishing division of the table” conducted in-depth preparatory seminars, grinding range involves three schools 12 classes. Through a wide range of public review teaching, we learned that students have a solid mastery of the division calculation skills, which essentially benefits from the familiar memorization of multiplication formulas: Students also correctly list the division formulas And calculate. Well, students grasp the meaning of the division well? In actual fact, we also found some problems in teaching, these seemingly humble problems but also with some universality. Second, the symptoms described (a) the teacher “average points ” not enough attention. In the review of teaching, many classes of students for the division of meaning