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在本单元授课前,教研组内进行了教材解读,并提出了一些教学策略:1、从生活情境入手,引导学生从整数加、减法的含义出发,理解分数加、减法的含义,感受计算与解决问题的密切联系。2、加强直观,凸显过程,培养数感。学习分数加、减法的关键是让学生理解“只有相同单位的数才可直接相加、减”的算理。一方面,从具体数据中渗透环保教育有说服力,另一方面,教材开始渗透扇形统计图,在看图的过程中不仅巩固了分数的意义,也为“分数单位不同”提供了直观表象。2、在形成数学模型后,让学生在尝试的过程中产生认识冲突:分母不同,不能用同分母加法的计算方法。分母不同,说明分数单位不同,该怎么办?3、要引导学生通过联想,有什么办法把异分母分数转化为同分母。在联想的基础上猜想,借助直观验证。在验证的基础上概括:先通分,再按同分母分数加法的方法计算。4、在教学中教师要注意书写格式的规范,通分的过程、分子相加、减的过程可以省略,以免给学生造成书写上的负担。5、在通分时,要引导学生“择优而用”。
","type":1},{"audio_music_id":0,"img_height":1500,"img_size":474,"img_url":"https://ss-mpvolc.meipian.me/users/45938919/1f279125050b9b6dd700b23697152dde__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDU5Mzg5MTkvMWYyNzkxMjUwNTBiOWI2ZGQ3MDBiMjM2OTcxNTJkZGVfX2pwZy5oZWlj/nickname/6ams5L-K6Iux/userid/NDU5Mzg5MTk=/sign/0c52b0abdddc6d11b8f8b7865054044c"},{"audio_music_id":0,"source":0,"text":"刘建英老师对《分数加减混合运算》进行了第一次授课,这节课是在学习了同分母分数加减法、异分母分数加减法的内容后进⾏教学的。为后⾯学习分数乘法的运算定律以及解答有关分数混合运算的实际问题作奠基作⽤。体会掌握分数混合运算的顺序是这节课的教学重点。在本节课的教学中,充分利⽤情境图,创设问题情境。学⽣在观察、思考、操作、交流等活动中,感受运算顺序的⾃然⽣成。通过这种教学⽅式,成功地促进了学⽣学习⽅式的⽣成。学⽣很⾃然地将整数的运算顺序迁移到分数的运算顺序,学生能进⾏⾃由的、多⾓度的思考,实现知识的⾃我建构,很好地完成了教学目标。
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","type":1},{"audio_music_id":0,"img_height":1500,"img_size":459,"img_url":"https://ss-mpvolc.meipian.me/users/45938919/b15319486efe0cd0f42837b94bf91049__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDU5Mzg5MTkvYjE1MzE5NDg2ZWZlMGNkMGY0MjgzN2I5NGJmOTEwNDlfX2pwZy5oZWlj/nickname/6ams5L-K6Iux/userid/NDU5Mzg5MTk=/sign/0c52b0abdddc6d11b8f8b7865054044c"},{"audio_music_id":0,"source":0,"text":"朱国华老师第二次授课时结合例题的安排,通过引导学⽣分析解决实际问题的数量关系,使学⽣理解分数混合运算的运算顺序是和整数加减混合运算的顺序⼀样的。在具体的计算中放⼿让学⽣⾃主进⾏。朱老师对求剩余部分占总量的⼏分之⼏之类的实际问题的数量关系进行了详细讲解,指出在解决这类问题时需要把被减数看作1。
在计算教学中,学⽣列出计算⽅法后,要求学⽣运⽤所学的知识,独⽴计算,然后进⾏⽐较,从⽽让他们发现最优化的算法。同时,通过⽐较,学⽣发现减法的性质在分数计算中同样适⽤,从⽽完成新知识的教学,也完成了新旧知识的迁移。
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","type":1},{"audio_music_id":0,"img_height":1500,"img_size":474,"img_url":"https://ss-mpvolc.meipian.me/users/45938919/1f279125050b9b6dd700b23697152dde__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDU5Mzg5MTkvMWYyNzkxMjUwNTBiOWI2ZGQ3MDBiMjM2OTcxNTJkZGVfX2pwZy5oZWlj/nickname/6ams5L-K6Iux/userid/NDU5Mzg5MTk=/sign/0c52b0abdddc6d11b8f8b7865054044c"},{"audio_music_id":0,"source":0,"text":"刘建英老师对《分数加减混合运算》进行了第一次授课,这节课是在学习了同分母分数加减法、异分母分数加减法的内容后进⾏教学的。为后⾯学习分数乘法的运算定律以及解答有关分数混合运算的实际问题作奠基作⽤。体会掌握分数混合运算的顺序是这节课的教学重点。在本节课的教学中,充分利⽤情境图,创设问题情境。学⽣在观察、思考、操作、交流等活动中,感受运算顺序的⾃然⽣成。通过这种教学⽅式,成功地促进了学⽣学习⽅式的⽣成。学⽣很⾃然地将整数的运算顺序迁移到分数的运算顺序,学生能进⾏⾃由的、多⾓度的思考,实现知识的⾃我建构,很好地完成了教学目标。
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在计算教学中,学⽣列出计算⽅法后,要求学⽣运⽤所学的知识,独⽴计算,然后进⾏⽐较,从⽽让他们发现最优化的算法。同时,通过⽐较,学⽣发现减法的性质在分数计算中同样适⽤,从⽽完成新知识的教学,也完成了新旧知识的迁移。
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