研究“外形”探究“内理”──《乘法分配律》教学谈.docVIP

研究“外形”探究“内理” 《乘法分配律》教学谈 Research appearance inquiry in principle the multiplication distributive law teaching Author: the opening school of the high school, the bud school of the primary school, xu hongzhen: 13 The multiplication distributive property is an important mathematical model, and it is the most difficult to understand and master in elementary school mathematics? Some students get confused when they study, and they don，t understand why the distributive property changes in this way. Some students, though mechanically imitated in their studies, soon forget, not to mention consciously and flexibly.?? Many teachers complain that: let the students, an example is given to verify the example verification, should let students while generalizations are abstract, students experience the process of learning, why this would happen? The author believes that the main reason is that the teacher is teaching school, only attach importanee to guide the student to the rule of shape, neglecting to rule the essence of the incauses students to enough to the essence of the law of experience, understanding is not deep. There are three main reasons why students feel difficult: first, there is less perceptual accumulation. For addition and multiplication commutative law and associative law, students often use before formal learning, accumulated a lot of perceptual experience, so it is easy to understand and master, but students in learning the multiplication distributive law before few sensitive and direct experience of this line? Although the students in the learning manual computation method (such as double digits by single digits, three digits by single digits, etc?)also had used the multiplication when distributive law, but also is in a state of unconsciousness, then just according to the formula to calculate the significance of. The second is internal arithmetic? The students only know the change in the appearance of the multiplication distributive law, and the understandin