在平日的除法计算教学中,虽然教师注重每一种算法从学生中来,注重每一位学生亲历每一种算法的计算过程,注重每一位学生经历由具体操作到竖式书写的过程,但没有沟通这几种算法之间的关系。学生学习除法常常经历这样的表征过程:这种表征是单向的、有去无回的,学生只经历了由具体到抽象的过程,却没有经历由抽象回到具体的过程,因此,当学生遇到竖式不会书写时,不能用具体 In normal week division teaching, although teachers pay attention to each algorithm from the students, pay attention to every student witness the calculation of each algorithm, pay attention to each student experience from the specific operation to the vertical writing process, But did not communicate the relationship between these kinds of algorithms. Student learning division often go through the characterization process: the characterization is one-way, there is no return, the students only went through the process from the concrete to the abstract, but did not experience the abstract back to the specific process, so when the students Encountered vertical will not write, you can not use specific