小学数学中“商不变性质”,传统的教法是“已知性质”,再用实例来验证性质,一般都是教师先提出:商有没有不变的性质呢?之后,通过让学生将被除数与除数同时扩大或缩小相同的倍数,发现商不变的性质。在这一过程中,从问题的提出到结论的得出毫无疑问都是十分顺畅的。但学生对教师 In primary school mathematics, the “invariable nature of business”, the traditional method of teaching is “known nature”, and then use examples to verify the nature of the teachers are generally first proposed: business is not the same nature? By allowing students to Dividend and divisor expand or contract the same multiple at the same time, find the invariant property. In this process, the question from the formulation to the conclusion is undoubtedly very smooth. But students are teachers