纵观整个小学数学教学内容,一线教师在实践中发现几个单元的教学具备一定的难度,学生在面对这些问题时容易出现理解偏差、思维干扰和方法缺陷,这缘于小学生的年龄特点和认知规律,学生在面对一些难度跨度较大、整体把握偏难的问题时,容易出现思维障碍和认知困难。所以在课堂教学中,教师要合理掌控教学的节奏,在适合学生学习的基础上呈现教学内容,将一些难度较大、接受困难的问题分解成若干个小碎步、层层递进的小问题,让学生在具体学习中有效地逐个突破,并在整个学习环节之 Throughout the entire primary school mathematics teaching content, front-line teachers found in practice a few units of teaching have a certain degree of difficulty, students in the face of these problems prone to understanding bias, thinking interference and methodological flaws, which is due to the age characteristics of primary school students and Cognitive rules, students in the face of some of the more difficult span, the overall difficult to grasp the problem, prone to thinking obstacles and cognitive difficulties. Therefore, in classroom teaching, teachers should control the rhythm of teaching reasonably, present the teaching content on the basis of suitable for students’ learning, break down some difficult and difficult problems into a few small steps that are progressively progressively, Allow students to effectively break through in the specific study, and in the entire learning session