一、现状分析笔者在小学数学教学一线从教多年,致力于学生获得数学知识,形成良好知识体系的研究。以计算教学为例,新教材的内容注重情景创设,能调动学生的思维,同时注重了算法的多样化。但在教学实践中有时会感到教材有些内容的知识点编排具有跳跃性,起初浅尝辄止,但过一阶段再涉及这一内容时,难度却陡然上升。直接导致部分低年级学生的数学成绩较差,过早丧失学习数学的兴趣和信心。此种困惑下,恰逢本校全面铺开课程统整研究,基于此现状,笔 First, the status quo analysis I teach mathematics in primary schools from the teaching line for many years, is committed to students access to mathematical knowledge, the formation of a good knowledge system. To calculate teaching as an example, the content of new textbooks focus on creating scenarios, can mobilize the thinking of students, while focusing on the diversity of algorithms. However, in the teaching practice, sometimes it is felt that the arrangement of the knowledge points of some contents of the teaching materials is leapfrogging, and at first it is not easy to find a solution. However, the difficulty once again involves the content suddenly increased. As a result, some junior students directly have poor math performance and prematurely lose their interest and confidence in learning math. This kind of confusion, coincides with the full swing of the school curriculum consolidation study, based on the status quo, pen