在教学“小数的性质”一课前,我让学生进行了学习准备,引导问题如下:1.写出关于小数性质的三个发现;2.提出关于小数性质的三个问题。课始,我先让学生分成四人小组交流准备情况。每组组长除了组织大家介绍自己的发现以及解决同组成员所提的问题,还在讨论的基础上,提炼出一个有意义的发现和一个有价值的问题。在汇报有关小数性质的发现时,有学生很快就把小 Before teaching “The Nature of Decimals,” I asked students to prepare for the study, leading the questions as follows: 1. Write out three findings about the nature of decimals; 2. Ask three questions about the nature of decimals. At the beginning of the class, let’s divide the students into four groups to prepare for the exchange. In addition to organizing everyone to introduce their own findings and solve the problems raised by members of the same group, each leader also refined a meaningful discovery and a valuable question based on the discussion. When reporting on the discovery of the nature of decimals, some students quickly turned to small ones