教《除法的初步认识》,如何使学生比较自然地弄清“除法的意义”、“除法”的来龙去脉,完成由形象思维到抽象思维的过渡呢?我进行了以下尝试,效果颇佳。 第一步:打破程序,加强形象思维 开始上课,我不是先写课题,而是走上讲台在课桌上摆了三个实物道具——盘子,而后从提兜里拿出9个苹果,(引起兴趣),一边拿一边讲:“同学们,今天我们来学习分东西。把这9个苹果放在三个盘子里,每个盘子里必须放得一样多,谁知道怎样分?” How to make students understand the ins and outs of “the meaning of division,” “division,” and complete the transition from “image thinking” to “abstract thinking.” I conducted the following attempts, and the results were quite satisfactory. The first step: to break the program, strengthen the image of thinking began class, I did not write the first topic, but embarked on the podium table in the three physical props - plate, and then pulled out from the pockets of nine apples, ( Aroused interest), while holding aside: “Classmates, today we learn to divide things.To put these nine apples in three plates, each plate must be placed as much, who knows how?”