我们以前在教学分数乘法的时候,往往缺少整体性的安排,比如,在教学的起始阶段,有较长一段时间让学生沉溺于积小于被乘数的计算情境之中,致使学生只见树木,不见森林,产生了学习上的负迁移—一常有学生把分数乘法中积小于被乘数与整数除法中商小于被除数相雷同,这是主要原因之一。 In the past, when we multiplied teaching scores, we often lacked a holistic arrangement. For example, for a long period of time at the initial stage of teaching, students were immersed in the computing situation less than the multiplicand, causing the students to see the trees , No forest, resulting in a negative transfer of learning - a student often multiplied by fractional multiplier is less than the multiplicand integer division is less than the dividend is the same, this is one of the main reasons.