论小学数学中分数的多层级理解及其教学

发布时间：2018-03-11 08:07

  本文选题：小学分数　切入点：分数意义　出处：《课程.教材.教法》2016年03期 　论文类型：期刊论文

【摘要】：分数具有"份数""商""测量""运算"以及"比"等不同层次的意义,根据皮亚杰的认知发展理论,上述五种不同意义分别对应不同年龄学生的认知特点。课标为强调分数的不同意义留下了足够的空间,而在教材(以人教版为例)中则根据年级的不同对分数的不同意义都有所体现。分数教学中,在强调"份数"的意义帮助学生理解分数的同时,也应当注重学生对分数五个不同层次意义的深入理解。只有理解了分数的不同意义,才可能真正理解分数的本质,也才可能真正掌握分数各种复杂的运算。
[Abstract]:According to Piaget's theory of cognitive development, the score has the meanings of "number of copies", "quotient", "measurement", "arithmetic" and "ratio". The above five different meanings correspond to the cognitive characteristics of students of different ages. However, in the teaching materials (take the teaching version of people as an example), the different meanings of scores are reflected according to the grade. In the teaching of scores, the meaning of "number of copies" is emphasized to help students understand the scores. We should also pay attention to the students' deep understanding of the meanings of the five different levels of scores. Only by understanding the different meanings of scores can we really understand the essence of scores and master all kinds of complex operations of fractions.
【作者单位】： 温州大学;南京师范大学;
【基金】：2013年教育部人文社会科学青年基金项目“中澳中小学教师专业成长比较研究——基于教师专业标准的视角”(13YJC880114) 江苏省教育厅立项课题“义务教育学科核心素养和关键能力研究”(2015jyktzd-02)
【分类号】：G623.5
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本文编号：1597302