分数意义建构的顺序及对教科书设计的建议  

Suggestions on Textbook Design Based on the Relationship between Fraction,Division and Ratio

作　　者：陈蓓[1] 章飞[1] CHEN Bei;ZHANG Fei(College of Mathematics and Information Technology,Jiangsu Second Normal University,Jiangsu Nanj ing 210013,China)

机构地区：[1]江苏第二师范学院

出　　处：《数学教育学报》2018年第4期58-61,共4页Journal of Mathematics Education

摘　　要：分数与商、比值可以建立一一对应关系,因此,分数可以表示除法的商,也可以表示比值,长期的使用中,人们已经默认了3者之间的等价关系;但分数的本源是数（量）,不是比（率）;现行小学教材在认识分数之初即强调所谓分数的比率意义（分数可以表示部分与整体的关系,部分与部分的关系）,给学生学习带来了一些困难.因此,建议：分数认识阶段,仅仅从等分和商的角度认识分数,不介绍分数的比率意义;在分数乘除法之前,学习比的概念以及分数的比率意义.From the origin, fraction was a number, not a ratio. Just learning the fraction, it was difficult to require students to understand the ratio meaning of fraction. We suggested that： the first stage of studying fraction, only from the perspective of equal division, not to introduce the ratio meaning of fraction. Before study multiplication and division about fraction, study ratio and the ratio meaning of fraction.

关 键 词：小学数学 分数 教学 教材设计 

分 类 号：G622[文化科学—教育学]