工作就用美篇工作版","guide_search_desc":"海量模板范文,一键做同款 工作就用美篇工作版","img_beautify_switch":0,"ad_free":0,"text_direction":1,"template":{"id":9074,"series_id":17,"theme_id":17},"container":{},"redirect":{"redirect_type":1,"img_url":false,"link_url":"/wap/downloadpage/backpage","button_bg_color":false,"button_desc":false,"redirect_desc":false},"edit_date_str":"发布于 2023-02-08","current_time":1743879646,"font_name":"","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"竖式","score":0.190363},{"name":"孩子","score":0.165011},{"name":"两位数","score":0.116745},{"name":"计算","score":0.106976},{"name":"结果","score":0.094502},{"name":"错误","score":0.082703},{"name":"一位数","score":0.079709},{"name":"分得个","score":0.076145},{"name":"三位数","score":0.075294},{"name":"平均分","score":0.072712}],"music_name":"","origin_status":0,"password_v2":"","font_id":0,"title_style":"","rich_text_title":"","enable_download":1,"cover_thumb":"https://ss-mpvolc.meipian.me/users/27392566/a07c5095ad606d2c8bcde5fcd8ca4680__jpg.heic","has_video":false,"gift_switch":1,"enable_watermark":1,"content":{"article_id":361554076,"content":[{"audio_music_id":0,"ext":{"unique_id":"7cff98d7f9499ae481be63540916a576"},"img_height":3546,"img_size":422,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/a07c5095ad606d2c8bcde5fcd8ca4680__jpg.heic","img_width":2000,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvYTA3YzUwOTVhZDYwNmQyYzhiY2RlNWZjZDhjYTQ2ODBfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"ext":{"unique_id":"2d9cf615503e4e1b09eaeec6ef5ba464"},"sectionPublished":false,"source":0,"text":"
感谢“化错养正”理念的引领,让我默默跟着华应龙老师(看课例读著作听讲座)打开了自己的包容之心,逐渐学会了接纳孩子们学习中的错误。
三位数除以两位数的除法教学,是简单的也是复杂的。简单在于可以走捷径让孩子们学会“怎么算?(算法))”,用竖式计算法则进行训练:从最高位开始,先看前两位,不够商就看前三位……,想必孩子们还是能照样子学会计算方法,算对结果,考试能得分;复杂在于让孩子们理解“为什么这样算?(算理)”,比如为什么要从最高位起?为什么要看前两位?为什么要逐级计算?等等。
为了让这部分内容得到更好的学习,昨晚我布置了预习的小任务,让孩子们自己去“啃骨头”,然后尝试完成配套习题。带着对算法与算理的思考,我也认真阅读《教师教学用书》,对比查阅其他版本教材对这部分内容的编排,感觉各有特点,各有优劣,可是站在孩子的角度,总感觉还是有点不太通透。
今天的课堂让人心生欢喜,因为孩子们带来了最为真实最为珍贵的“错误资源”(如图①②③)。
图①:初次接触除数是两位数的除法,而且被除数是三位数,所以在不会竖式计算的情况下先用逆运算( )✘20=260来试出了结果是13,因此将13安放在了竖式中商的位置上,然后照着竖式该有的样子写了260,一次性除完了。真的很可爱,就像一位唱不准“音”的孩子,用本来就会唱的歌曲去哼“简谱”一样。
图②:很容易看出,这位小朋友就是从分“60”开始的,正好平均分成20份,每份分得3个一,所以个位商3;然后再分2个百,200÷20口算得10所以十位写1,最后正好分完,结果也是13。对呀,没有从最高位开始,没有先看前两位,不也算对了吗?孩子肯定心有疑惑。
图③:这个更有意思,受上节课口算的影响(两位数除以两位数,商都是一位数),所以试到最大的一位数商9,结果分走了180,还剩十位的8,孩子不知所措停止了计算。
这节课,最终我们以三道错例为素材,用2个百和6个十的小棒图示作为操作演示,“切”了分,剩了又“切”,“切”完再分,最后让数形在对应中结合,一目了然。图①得到了正确结果,但是本质是多次尝试的乘法运算;图②得到了正确结果,但是只是特例,要是其他数据就显得繁琐;图③没有完成,继续将剩余的8个十拆分成80个一,每份分得4个一,最后9+4=13。
这些错误都是带着礼物的,去伪存真后,他们走向了同一条路——平均分的过程记录。只是“官方”的竖式计算更为简便,但也不否定这些计算的闪光之处。教育,就是一个不完美的人带着一群不完美的人走在追求完美的路上的过程。
所谓“差错”,就是离“正确”差了一小步而已!错着、错着、错着,也就对了!
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三位数除以两位数的除法教学,是简单的也是复杂的。简单在于可以走捷径让孩子们学会“怎么算?(算法))”,用竖式计算法则进行训练:从最高位开始,先看前两位,不够商就看前三位……,想必孩子们还是能照样子学会计算方法,算对结果,考试能得分;复杂在于让孩子们理解“为什么这样算?(算理)”,比如为什么要从最高位起?为什么要看前两位?为什么要逐级计算?等等。
为了让这部分内容得到更好的学习,昨晚我布置了预习的小任务,让孩子们自己去“啃骨头”,然后尝试完成配套习题。带着对算法与算理的思考,我也认真阅读《教师教学用书》,对比查阅其他版本教材对这部分内容的编排,感觉各有特点,各有优劣,可是站在孩子的角度,总感觉还是有点不太通透。
今天的课堂让人心生欢喜,因为孩子们带来了最为真实最为珍贵的“错误资源”(如图①②③)。
图①:初次接触除数是两位数的除法,而且被除数是三位数,所以在不会竖式计算的情况下先用逆运算( )✘20=260来试出了结果是13,因此将13安放在了竖式中商的位置上,然后照着竖式该有的样子写了260,一次性除完了。真的很可爱,就像一位唱不准“音”的孩子,用本来就会唱的歌曲去哼“简谱”一样。
图②:很容易看出,这位小朋友就是从分“60”开始的,正好平均分成20份,每份分得3个一,所以个位商3;然后再分2个百,200÷20口算得10所以十位写1,最后正好分完,结果也是13。对呀,没有从最高位开始,没有先看前两位,不也算对了吗?孩子肯定心有疑惑。
图③:这个更有意思,受上节课口算的影响(两位数除以两位数,商都是一位数),所以试到最大的一位数商9,结果分走了180,还剩十位的8,孩子不知所措停止了计算。
这节课,最终我们以三道错例为素材,用2个百和6个十的小棒图示作为操作演示,“切”了分,剩了又“切”,“切”完再分,最后让数形在对应中结合,一目了然。图①得到了正确结果,但是本质是多次尝试的乘法运算;图②得到了正确结果,但是只是特例,要是其他数据就显得繁琐;图③没有完成,继续将剩余的8个十拆分成80个一,每份分得4个一,最后9+4=13。
这些错误都是带着礼物的,去伪存真后,他们走向了同一条路——平均分的过程记录。只是“官方”的竖式计算更为简便,但也不否定这些计算的闪光之处。教育,就是一个不完美的人带着一群不完美的人走在追求完美的路上的过程。
所谓“差错”,就是离“正确”差了一小步而已!错着、错着、错着,也就对了!
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