用教材教,而不是教教材,教师要创造性地使用好教材,发挥神在教学活动中的主导作用。因此,我且用且思,觉得以下几方面教材内容值得商榷,现与大家进行交流。一、不必规范因数位置从部分典型的生活情境中抽象出整数(或分数、百分数)乘法意义,算式书写形如:3个5,可以写作3X5,也可以写成5X3:同理,5个3可以写成3X5或5X3。由此可知,在解决问题时用乘法算式或含有乘法 Teaching materials, rather than teaching materials, teachers should creatively use good materials, play a leading role in teaching activities. Therefore, I also use and think, think the following aspects of the contents of the text is questionable, is to communicate with everyone. First, you do not need to standardize the position of factors Abstract part of the typical life situation from the integer (or fractional, percentage) multiplication meaning, arithmetic writing such as: 3 5, you can write 3X5, you can also write 5X3: Similarly, 5 3 can Write 3X5 or 5X3. From this we can see that in solving problems using multiplication formula or contains multiplication