半年前在泰顺育才小学举行了温州市第6届小学数学优质课评比活动。共13节评比课,其中有3节是人教版三年级下册的《小数的初步认识》。这是本次赛课的唯一一组同课异构。课堂上学生在教学前后总是反复出错,反映出小数难读、教师难教的“两难”尴尬,这引发了我的思考。 Six months ago in Taishun Yucai Primary School Wenzhou City, the sixth primary school mathematics quality class competitions. A total of 13 appraisal courses, of which 3 are the third edition of the PEP Edition “preliminary understanding of decimals.” This is the only group this class is heterogeneous. Students in the classroom always repeated mistakes before and after teaching, reflecting the difficulty of reading decimals, teachers difficult to teach “dilemma ” embarrassment, which triggered my thinking.