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日前,在县里听了一节小学数学公开课,内容是冀教版三年级上册第四单元“乘除法”第二课时。编者给出一幅情景图,提出的问题是一共买来多少本《十万个为什么》,给出的条件是买来3套,每套12本。授课教师在教学时却把情景图改成了这样:“学校举行歌咏比赛,三年级站了3排,每排12人,三年级共有多少人参加歌咏比赛?”。教师让学生看完题后列出算式,学生列出3×12和12×3,然后教师说:“该如何计算呢?请同学们拿出点子图(每人一张,事先打印好的,用小圆代表每一个学生,共三行,每行12个小圆圈),在上面圈一圈、画一画,想想该怎样计算。”反馈时发现有的学生圈出6个6,有的学生圈出4个9,给教学带来很多不便。面对此情此景,笔者以为:灵活使用教材,创新教
Recently, I heard in the county an elementary school math open class, content is Ji Piao third grade on the fourth unit “multiplication and division ” the second class time. The editor gives a scenario, asking questions about how many “one hundred thousand why you buy” and gives you the conditions to buy three sets of 12 copies. The teaching teacher changed the scene picture to the following when teaching: “The school holds a singing competition, the third grade stands in three rows, each row has 12 people, and how many people in the third grade participate in the singing competition?”. The teacher asked the students to list the formula after reading the questions. The students listed 3 × 12 and 12 × 3. Then the teacher said: “How to calculate it? Please have the students take out the sub-diagram (one per person, pre-printed , With a small circle on behalf of each student, a total of three lines, 12 small circles per line), circle in the top, draw a picture, think about how to calculate. ”Feedback found that some students circle 6 6 , Some students circle 4 9, to bring a lot of teaching inconvenience. In the face of this scene, I thought: flexible use of teaching materials, innovation and teaching