一、在操作中领悟算理低年级学生以形象思维为主,他们很难理解严密的算理推导,因而让他们用学具动手操作,通过摆一摆、想一想、议一议、写一写,从中来领悟算理,这是常用的教学方法。例如,为了使学生理解笔算两位数加法要“相同数位对齐”的道理,可作如下设计,教师在出示算式34+25后:①让学生分两次拿出34根(3捆和4根)和25根(2捆和5根)小棒,并摆出“34+25”的相加过程。②操作后学 First, in the operation of comprehending the logic of the lower grades of students based on the image of thinking, they are difficult to understand the rigorous mathematical derivation, so that they learn with hands-on operation, by posing, think about it, discuss a meeting, write A write, come to comprehend arithmetic, which is commonly used teaching methods. For example, in order for students to understand the principle of “same digit alignment” for double-digit addition, teachers can design as follows. After the teacher presents 34 + 25: ① Have students give 34 ) And 25 small sticks (2 bales and 5 sticks) with the addition of “34 + 25”. ② operation after school