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具体形象的思维是一年级小学生思维的主要形式。苏霍姆林斯基说:“儿童是用形象、色彩、声音来思维的……,形象思维是向概念思维过渡的必不可少的阶段”。因此,教他们学习数学必须从这个特点出发,加强直观教学,用具体化,形象化的内容,借助学生熟悉的事物宋进行教学。这样既可以提高学生学习数学的兴趣,又容易为学生接受。如教得数是11的进位加法时,我把它分为四步进行: 第一步:用磁性制的皮球图形进行演示。盒子里有9个皮球,盒外面有2个皮球,问一共有多少个皮球?学生看出9个皮球加上1个皮球是10个皮球,就到2个皮球里拿1个皮球同9个皮球凑满10,再加上剩下的1个就是11个。共有11个皮球。 第二步:接着离开实物图看算式9+2,它是这样计算的:大数9揍满十缺1,把小数2分成1和1,因为9+1等于10,10加上1等于11,所以9+2=11。 第三步:在此基础上,继续让学生试算9+3=129+4=13,……引导学生仔细观察算式中第二加数
Specific image of thinking is the primary form of first grade pupils thinking. Suhomlinski said: “Children are thinking in terms of image, color and sound ... Image thinking is an indispensable stage in the transition to conceptual thinking.” Therefore, teach them to learn mathematics must proceed from this characteristic, strengthen the visual teaching, with the specific, visual content, with the students familiar things Song teaching. This will not only increase students' interest in math but also make it easier for students to accept. For example, when the carry-in is 11, I divide it into four steps: Step 1: Demonstrate with a magnetic ball map. There are 9 balls in the box, there are 2 balls on the outside of the box, ask how many balls are there? The students see that 9 balls plus 1 ball are 10 balls, and take 1 ball to 2 balls The ball clutched 10, plus the remaining one is 11. A total of 11 balls. The second step: Then leave the physical map to see the formula 9 + 2, which is calculated as follows: hit a large number of 9 hit a deficit of 1, the decimal 2 divided into 1 and 1, because 9 +1 is equal to 10,10 plus 1 is equal to 11 , So 9 + 2 = 11. The third step: on this basis, continue to allow students to try 9 +3 = 129 +4 = 13, ... ... guide students to carefully observe the formula in the second plus