发挥教材优势改进教学方法培养学生思维能力.pdf

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1、发挥教材优势改进教学方法培养学生思维能力在教学目的、教学内容确定之后，采用的教学方法是否得当，是否富有成效，直接影响着学生知识的掌握、智力的开发、能力的培养、个性的形成，并对于完成教学任务，实现教学目的具有重要意义。在教学中，科学地采用各种有效的教学方法，启发学生从已知到未知，通过比较、分析、综合、抽象、概括，逐步形成概念、进行判断和推理，有助于学生掌握数学知识，发展能力。有助于使学生了解知识形成的过程，学会学习，学会思考，发展学生的逻辑思维能力。实验教材不是简单地呈现例题结语习题，而是既体现学生学习知识的顺序，又体现了较科学的教学方法，为培养学生的思维能力创造了条件。下面结合教学实践就如何改

2、进教法，培养学生思维能力，谈谈自己的一些看法。一、要根据学生的认知规律和获取知识的思维过程改进教学方法，培养思维能力从具体到抽象是儿童的认识规律，感知是思维的起点。在教学中我们要重视感性认识，通过“操作”这一外部程序的“内化”，发展儿童的思维能力。例如在计算教学中，教“100以内数进位加法”（口算）：28 5=?算理时采取以下方法进行：（打出投影片1）（附图 图）学习资料总结-名师归纳欢迎下载-欢迎下载 名师归纳-第 1 页，共 7 页 -28 5图（感性认识）教师点拨启发（知识迁移）应该怎样计算？学生根据“100 以内数的不进位加法”（口算）的计算方法，很快说出把 28 分解成 20 和 8

3、。这时教师打出投影片2（形象思维）到此步教师再引导：下步还应怎样计算？（附图 图）学生根据 20 以内数进位加法的知识很快说出先把8与 5 相加等于 13。教师把片 2 抽拉成片 3，这时水到渠成：20 13=33，到此教师把上述感知（即演示）过程与学生一起写出下列思维过程（抽象思维）：（附图 图）想：（附图 图）然后，在此基础上引导学生得出“100 以内数（口算）进位加法”的计算方法（即算理）。再如：在教“长方形周长的计算”（四册教材40 页）（长宽）2 公式推导采取以下五个步骤进行。1.找：在下面图形中找出长方形。（附图 图）2.描：从一点开始把长方形图形用蓝笔沿长方形四周描一描。（事先准

4、备好的学具）3.（附图 图）学习资料总结-名师归纳欢迎下载-欢迎下载 名师归纳-第 2 页，共 7 页 -文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文

5、档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2

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8、8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5

9、K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S

10、7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8引导学生观察长方形的边有什么特点？（突出两个长和两个宽相等）4.摸：引导学生摸学具的周长，摸课本和书桌的四周。（帮助学生建立长方形周长的概念）5.推导：例 1

11、、用一段铁丝围成一个长6cm，宽 4cm的长方形。把这段铁丝拉直，它的长度是多少cm？教师出示下列图形（教具）(1)（表象）教师用一条线绳围成的长方形一周，然后展开如(2)。得出这个绳子就是这个铁丝的长。强调这个绳子就是长方形的周长。这时，教师用示意使长方形的长与宽展开周长的长与宽一一对应。启发学生怎样求这个铁丝的长是多少cm？（多种计算思考方法）（附图 图）(1)(2)生：列式 1.6cm 4cm 6cm 4cm=20cm 生：列式 2.6cm 6cm 4cm 4cm=20cm 62 4 2=20cm 生：列式 3.(6 4)2=20cm 师生通过四个算式的比较对照，最佳算式是3，进而归纳出

12、（长宽）2 这个计算长方形周长的公式（抽象概括得出结论）。在教学中采取操作感知理解的方法比较符合低年级学生的认识规律，即动作直观表象概念概念系统。充分体现了让学生积极参与知识形成过程的教学思想，符合学生学数学的认识学习资料总结-名师归纳欢迎下载-欢迎下载 名师归纳-第 3 页，共 7 页 -文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY

13、2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编

14、码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8

15、 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7

16、ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文

17、档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2

18、H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K

19、7 ZY2N10W5Y8A8规律。“动作直观”是认识的起点，“表象”是在操作和观察等活动基础上，在头脑里形成事物的初步形象，是知识形成的中介，最后才在头脑里将获取的“表象”进行深加工整理，把感性认识上升为理性认识，形成“概念”。它要求教师必须加强直观教学和学具操作活动，丰富学生知识的“表象”，促进其理解，在此基础上得出结论，让学生说算理和公式的由来，这样使内化了的外部程序，经过大脑加工转化为外部语言，这样较好地培养了儿童逻辑思维能力。二、要充分发挥教材优势，把培养逻辑思维贯穿于教学过程的始终小学生初步逻辑思维能力的形成决非一朝一夕之功，而是教师以知识为载体，有目的、有计划、长期培养的结果。我们

20、要有意识地结合教材内容把培养逻辑思维贯穿在不同年级、不同的教学环节之中。1.从认数开始，有意识地培养学生的逻辑思维。儿童是通过具体的物体理解抽象的数，认数中包含了对数形、数义、数序、大小比较及数组成的理解。教材按着数的自然顺序，采用在原数上再增加 1得出新数；新数减少1就得原数，使学生获得新数大于原数，原数小于新数的认识，这样学生既建立了基数的概念，又增强了对数序的认识，对“增加”、“减少”含义的理解也起到铺垫的作用。学习资料总结-名师归纳欢迎下载-欢迎下载 名师归纳-第 4 页，共 7 页 -文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F

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25、X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N

26、10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:

27、CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8教材从认数 2 后运用图的直观作用，让儿童在“相等”的基础上认识“不等”，同时认识表示相等和不等的符号（、）并用符号表示新数大于原数，原数小于新数，这样从正反两个方面来加强学生对数的大小及顺序的理解。从认数7 以后出现了式与数大小比较，从图到式、从式到数使学生感受到式与数、数与式大小的比较是数与数大小比较的发展，式只不过是表示数与数间的关系。这样的编排对加强数的

28、认识，渗透辩证唯物主义观点的启蒙教育是极有利的，也是培养学生逻辑思维能力的好起点。这段教学教师要抓住时机，根据儿童的心理特点和学数学的认识规律，学好基础知识的同时要做好思维起点的培养与训练。2.抓住以算理指导计算，培养学生思维的准确性。思维的准确性是对学生思维活动的最基本要求。实验教材正确处理了算律、算法和实际计算的关系，重视以算理指导计算。教材首先让学生通过操作并实际计算获得了3 4 2的每种算法，将加法交换律、结合律具体化，并以此来指导100以内的加法口算和笔算。教师在教学中一定要深刻理解领会教材的编写意图，充分发挥算理在计算中的指导作用，让学生真正理解口算方法的来源。如口算 49 3时，

29、重点让学生搞清口算这道题时先把49分解成 40 和 9，使 49 3转化为三个数相加，然后根据算理进行口算。这样学生对计算方法不仅知其然，而且知其所以然，学生能自觉地根据算理确定合理的、灵活的计算方法，使计算准确无误，培养了学生思维的准确性。学习资料总结-名师归纳欢迎下载-欢迎下载 名师归纳-第 5 页，共 7 页 -文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8

30、HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 Z

31、Y2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档

32、编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H

33、8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7

34、 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8

35、文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K

36、2H8 HV3X5X1S7K7 ZY2N10W5Y8A83.注意口头表达能力的训练，培养学生思维的条理性。实验教材中安排了一些口头表述的训练“说一说你是怎样想的”“说一说你是怎样算的”等等。而有些教师认为学生只要会算就可以了，为了节省时间，加大练习的密度，他们把口头表述这项训练给去了，只重视了学生计算能力的培养，而忽视了学生逻辑思维能力的培养。口头表述的训练在培养学生思维能力方面的作用是不可低估的。例如：让学生说说自己是怎样口算33-7的，学生是这样说的：从 3 个一里不够减 7 个；还得拿出一个十和3 个一合成 13，13减 7 等于 6，6 加上 20 等于 26。学生说的有条有理，使内化

37、的外部程序，通过头脑加工又转化为外部语言，较好地培养了学生思维的条理性。4.抓好对比数字，培养学生思维的灵活性。实验教材数学内容的编排既注意形式逻辑，也注意辩证逻辑，将有联系、相似易混的内容对比编排。如学习整十数加减法，把整十数加整十数和整十数减整十数对比出现；把整十数加一位数和相应的两位数减一位数、两位数减整十数对比出现。学习100 以内数的口算，把两位数和两位数减一位数分别对比出现，这样编排可以防止学生产生思维的惰性。在教学中一定注意发挥教材编排上的优势，精心设计，加强对比，加深对知识的理解，培养学生的良好的思维品质，这样在发展学生智力的同时，也培养了学生思维的灵活性。5.通过应用题教学，

38、培养学生的思维能力。学习资料总结-名师归纳欢迎下载-欢迎下载 名师归纳-第 6 页，共 7 页 -文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:

39、CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 H

40、V3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY

41、2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编

42、码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8

43、 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7

44、ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8实验教材在应用题编排上注意了图与式、图与文、加与减的对照，将事理、数据相同，要求不同的一组题进行比较，都是较好的思维能力培养的好教材，我们要充分利用。“比较”是最基本

45、的思维方法，它是概念与抽象的前提，在儿童认知过程中“比较”起着重要作用。如：二册教材80 页 7 题(1)刘英拍皮球，第一次拍了26 下，第二次拍了27 下，第三次拍了 29 下，一共拍了多少下？(2)刘英拍皮球，三次共拍了82下，第一次拍了 26下，第二次拍了 27 下，第三次拍了多少下？第一题是求和；第二题是已知三个数的和与第一、第二个数求第三个数。这样加减对比安排。通过数量关系的分析与比较，才能正确引出算式进行计算，在此过程中培养与发展了学生辩证的逻辑思维。总之，只要我们根据实验教材的编排特点，充分挖掘教材中所蕴含的智力因素，在教学中进行有意识的长期的训练，一定会促进学生初步逻辑思维能力

46、的发展。学习资料总结-名师归纳欢迎下载-欢迎下载 名师归纳-第 7 页，共 7 页 -文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X

47、5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1

48、S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5

49、Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F

50、4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5X1S7K7 ZY2N10W5Y8A8文档编码:CM8F4X5K2H8 HV3X5