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●《百分数的认识百分数的认识》教学中,作者遵循学生学习数学概念的基本规律,通过多次横向和纵向比较次横向和纵向比较,从教和学两个角度组织学生探究,让学生经历知识的形成过程程,帮助学生自主建构,很好地将新知纳入已有的知识体系中。“百分数的认识”属于概念教学的范畴,它是在学生已经具备整数、小数、分数、比等概念和用分数解决实际问题的基础上进行教学的。在教学“百分数的认识”时,通过多次对比帮助学生沟通百分数与生活、百分数与其他知识之间的联系,从而正确理解概念的内涵和外延。
● In the teaching of “percentage perceived perceived percentage”, the author follows the basic rules of student learning mathematics concept and organizes student inquiry from two perspectives of teaching and learning by comparing multiple horizontal and vertical horizontal and vertical comparisons to make students experience knowledge The process of formation, to help students build their own, a good new knowledge into the existing knowledge system. “Recognition of percentiles ” belongs to the category of concept teaching. It is based on the concept that students already have integers, decimals, fractions, ratios, etc., and solve practical problems with fractions. In teaching “understanding of the percentage ”, through many contrasts to help students communicate the percentage and life, percentage and other knowledge between the link, so as to correctly understand the connotation and extension of the concept.