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在教学人教版《数学》二年级下册“除法的初步认识”后,我发现很多孩子在解决问题时都是直接借用乘法口诀,往往停留在机械记忆的水平,对除法算式所表示的含义并不明确。比如,同样是用10÷2=5这道算式计算,学生对“一共有()朵花,平均分成()份,每份()朵”和“一共有()朵花,每份有()朵,分成
In the teaching of PEP ”mathematics“ second grade book ”preliminary understanding of division ", I found that many children are directly borrowing multiplication formulas in the solution to the problem, often stay at the level of mechanical memory, the division formula The meaning is not clear. For example, the same calculation formula of 10 ÷ 2 = 5 is used. The student has a total of () flowers, which are divided equally into () A copy () Duo, divided into