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一、创设生活情境,使计算教学有“趣”心理学研究表明,当学习内容和学生熟悉的生活实际越贴近,学生自觉接受知识的程度就越高。在计算教学中,教师创设适合于教学内容,有益于学生思考的数学情境,引导学生在主动学习的过程中体会学习的乐趣。所以我借用有关生活实例,在进行新课之前,为学生创设与教学内容有关的情境,提出问题,以引起学生的思考,激发学生的学习兴趣和求知欲,使学生体验乐趣。如教学“有余数的除法”时,我创设了一个学生熟悉的队列报数的生活
First, the creation of life situations, the calculation of teaching has “Fun ” Psychological studies have shown that when the learning content and students are more familiar with the actual life closer, the higher the degree of students consciously accept knowledge. In computational teaching, teachers create mathematical situations that are suitable for teaching content and beneficial to students’ thinking, and guide students to experience the fun of learning in the process of active learning. Therefore, I borrowed some examples of life and asked students to create situations related to teaching content before they started a new lesson to arouse students ’thinking and stimulate students’ interest in learning and curiosity so that students can have fun. Such as teaching “divisibility with remainder”, I created a familiar life queue of students