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笔者在一次教研活动中,听了一位青年教师上的“小数的认识”这一内容。这是一节数学概念课,大致的教学过程如下——环节一:猜价格游戏,引入新知。虽然学生是第一次学习小数,但在生活中已有接触小数的经验,因此教师通过猜价格的游戏充分唤起学生已有的生活经验,激起学生的学习兴趣,丰富学生的知识原型。环节二:分析素材,理解概念。教师首先让学生说一说生活中的小数,再出示自己搜集的小数,让学生在具体的、熟悉的生活情境中认识小数。接
In a teaching and research activities, the author listened to the “knowledge of decimals ” on a young teacher. This is a mathematical concept course, the general teaching process is as follows - Session 1: guess the price of the game, the introduction of new knowledge. Although students are the first to learn decimals, they have experience of exposure to decimals in their lives. Therefore, teachers can fully arouse the students’ existing life experiences through the game of guess prices, arouse students’ interest in learning and enrich students’ knowledge prototypes. Session two: analyze the material, understand the concept. Teachers first ask students to talk about the decimal places in their lives and then present their own collected decimals so that they can know the decimal places in specific and familiar life situations. Pick up