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在幼儿园的计算教学中,应加强应用题的启蒙教育,这能促进幼儿长知识,长智慧。(一) 抓渗透,重奠基在10以内加、减的计算教学中,不只是使幼儿会求加、减法算式的得数,还要注意渗透加、减法运算意义的教学。因为运算意义是列式的依据,是解答应用题的基础。比如,教学6+2=?除了训练幼儿读作“6加2等于多少?”还可以让幼儿“翻译”成“把6和2合并起来,一共是多少?”或者“比6多2是多少?”又如,教学7-3=?除了训练幼儿读作“7减3等于多少?”还可以让幼儿“翻译”成“从7里面去掉3,还剩多少?”“比7少3是多少?”或者“7与3相差多少?”这不啻是训练幼儿的逆向思维,实际上还
In the calculation of kindergarten teaching, should strengthen the application of enlightenment education, which can promote children’s long knowledge, long wisdom. (1) Grasping infiltration and reinstatement Foundation Teaching and calculation in addition and subtraction within 10 do not only make young children ask for the sum of addition and subtraction, but also pay attention to the teaching of the meaning of infiltration and subtraction. Because the operational meaning is based on the column, is the basis for application questions. For example, teaching 6 + 2 =? Except train children read as “6 plus 2 is equal to how much?” You can also make children “translate” into “put together 6 and 2, a total of?” Or “ ? ”Another example, teaching 7-3 =? In addition to training children read as“ 7 minus 3 equal to how much? ”You can also make children“ translate ”into“ removed from 7 which 3, left? ”“ Less than 7 3 How many? ”Or“ What is the difference between 7 and 3? ”This is not the reverse thinking of training young children, but actually