整数除法是小学阶段运算的重要部分,其中“除数是两位数的除法”是整数除法的最后内容。其中,口算除法作为起始课,学生通过掌握口诀找商的口算技能,迁移至整十数除几百几十数的除法,总结运算经验、完善算法,可以为笔算除法奠定坚实基础...整数除法是小学阶段运算的重要部分,其中“除数是两位数的除法”是整数除法的最后内容。其中,口算除法作为起始课,学生通过掌握口诀找商的口算技能,迁移至整十数除几百几十数的除法,总结运算经验、完善算法,可以为笔算除法奠定坚实基础。本文采用行动研究法探索了“除数是两位数的口算除法”学习路径,在“如何多元表征80 ÷ 20”这一关键问题的驱动下,经过研讨、修改得到了优化的学习路径,该学习路径凸显了“口算估商”的必要性,并提出以下建议:直观表征,抽象概括算法;强化口算技能,唤醒估商经验。Integer division is an important part of the operation in primary school, in which “the divisor is the division of two digits” is the final content of integer division. Among them, oral arithmetic division is the starting course, and students can lay a solid foundation for pen arithmetic division by mastering the oral arithmetic skills of finding quotients by formulas, transferring to the division of integer tens by hundreds and dozens of numbers, summarizing the operation experience and improving the algorithm. Driven by the key problem of “how to multivariately represent 80 ÷ 20”, this paper explores the learning path of “oral arithmetic and division” by using action research method, which highlights the necessity of “oral arithmetic quotient”, and puts forward the following suggestions: intuitive representation, abstract generalization algorithm;strengthen oral arithmetic skills and awaken the experience of business valuators.展开更多
文摘整数除法是小学阶段运算的重要部分,其中“除数是两位数的除法”是整数除法的最后内容。其中,口算除法作为起始课,学生通过掌握口诀找商的口算技能,迁移至整十数除几百几十数的除法,总结运算经验、完善算法,可以为笔算除法奠定坚实基础。本文采用行动研究法探索了“除数是两位数的口算除法”学习路径,在“如何多元表征80 ÷ 20”这一关键问题的驱动下,经过研讨、修改得到了优化的学习路径,该学习路径凸显了“口算估商”的必要性,并提出以下建议:直观表征,抽象概括算法;强化口算技能,唤醒估商经验。Integer division is an important part of the operation in primary school, in which “the divisor is the division of two digits” is the final content of integer division. Among them, oral arithmetic division is the starting course, and students can lay a solid foundation for pen arithmetic division by mastering the oral arithmetic skills of finding quotients by formulas, transferring to the division of integer tens by hundreds and dozens of numbers, summarizing the operation experience and improving the algorithm. Driven by the key problem of “how to multivariately represent 80 ÷ 20”, this paper explores the learning path of “oral arithmetic and division” by using action research method, which highlights the necessity of “oral arithmetic quotient”, and puts forward the following suggestions: intuitive representation, abstract generalization algorithm;strengthen oral arithmetic skills and awaken the experience of business valuators.
