分数的认识是学生数的认识过程中的一大飞跃。在认识分数之前,学生一般只能用“一半”“一大半”“一小半”等比较模糊的词语来表示日常生活中难以用整数表示的分的过程和结果。分数概念的形成与学生已经掌握的“平均分”有着密切的联系。对于多数三年级学生来说,“分”这一操作情境是比较熟悉、直观、易懂的,而“将两个整数组合起来表示分的结果”这一全新的数则是比较新奇、抽 Recognition of scores is a big leap in the process of recognizing students. Before recognizing the score, students generally can only use less ambiguous terms such as “half”, “one half”, “one half”, and so on to express the process and result of points difficult to use in the daily life. The formation of the concept of scores and students have mastered the “average” is closely linked. For most third graders, the “sub” operation is more familiar, intuitive, and understandable, and the new “” combination of two integers indicates the result of the subdivision More novel, pumping