游戏情境。低年级小学生的抽象思维能力相对较差,如果教师在数学教学中仅凭语言的描述来授课,肯定不会收到预想的效果。但是,小学生都喜欢游戏,如果以游戏为载体,寓抽象的数学知识于游戏之中,学生们就易于学习和接受了。比如,在学习“比多少”一课时,我把42名学生带到班级前的活动区,组织学生进行了“抢座位”的游戏:我把全班学生分成7组,每组6人,每组学生把5把椅子摆成一圈,然后7组学生分别围着自己组 Game situation. The abilities of abstract thinking of the pupils in the lower grades are relatively poor. If teachers give lessons in the teaching of mathematics based on the language alone, they will certainly not receive the expected results. However, primary school students like the game, if the game as a carrier, abstract mathematical knowledge in the game, students will be easy to learn and accept. For example, in a Lesson Learner class, I took 42 students to the activity area in front of the class and organized the students to play “grab the seat.” I divided the class into seven groups, each group 6 people, each group of students put 5 chairs in a circle, and then seven groups of students around their own group