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案例一:两位数笔算乘法教学片段教师创设问题情境,引出24×38的两位数乘法算式。在笔算教学中,教师引入“握手”情境代替算理教学,帮助学生记住计算法则:“被乘数24拜访乘数38。在‘38’的家门口,女主人‘3’与男主人‘8’在家门口恭候‘24’的到来。一见面,男主人‘8’与客人‘2’与‘4’分别握手(暗示个位上的‘8’与‘24’相乘),然后女主人‘3’与客人‘2’与‘4’分别握手(暗示十位上的‘3’与‘24’要相乘)。”教师追问:“主人‘38’中的‘3’
Case 1: Double-digit Penultimate Multiplication Teaching Fiction Teachers create problem situations, leading to a 24 × 38 two-digit multiplication formula. In the pen calculation teaching, the teacher introduces ”handshake “ situation instead of teaching arithmetic, to help students remember the calculation rule: ”multiplier 24 to visit the multiplier 38. In the door of ’38’, the hostess ’3’ The male owner ’8’ waits for ’24’ at the door of his home, and as soon as he meets, the male owner ’8’ shook hands with the guests ’2’ and ’4’ (implying that the ’8’ and ’24’ Then the hostess ’3’ shook hands with guests ’2’ and ’4’ respectively (implying that the ’3’ and ’24’ at the top of the table should be multiplied). “Teacher Asks:” 3 ’