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“千米的认识”是人教版三上年级第一单元的学习内容,是小学阶段学习的最后一个长度单位。在日常的教学中,常存在以下两种情况:一是在教室里,根据课件提供的数据信息,通过计算得到“1千米=1000米”。二是让学生到操场绕跑道走一走,根据操场一周(400米)的长度计算走2圈半就是1千米。我以为,这两种教学方式仅仅是让学生知道“千米”是一个长度单位,而没有真正建立“1千米”的表象,即由于学生没有经历特定的数学活动弄清“1千米有多长”。如何遵循学生的年龄特征和认知特点构建1千米的表象呢?我做了如下尝试。一、前测本次前测对象共40人,均采用访谈的方式进行。
“Knowledge of the kilometer ” is the content of the first unit of the third grade of the PEP, which is the last unit of length for primary school learning. In daily teaching, there are often the following two situations: First, in the classroom, based on the data and information provided by the courseware, we get “1 km = 1000 m” by calculation. The second is to allow students to walk around the track to the playground, according to the playground a week (400 meters) to calculate the length of two and a half laps is 1 km. I think these two teaching methods are just to let students know that “km ” is a unit of length without actually building the appearance of “1 km ”, that is, because students do not experience specific mathematical activities to understand “How long is 1 km?” How to follow the students’ age characteristics and cognitive characteristics to build the appearance of 1 km? I made the following attempt. First, the pre-test The pre-test object a total of 40 people, all using interviews with the way.