指向学生长度量感发展的教学策略举隅--以《认识千米》的教学为例  

Teaching Strategies for Developing Students Sense of Length and Quantity:Taking the Teaching of“Understanding Kilometers”as an Example

作　　者：刘娟娟[1] LIU Juan-juan(School of Teacher Education,Nanjing Xiaozhuang University,Nanjing 211171,China)

机构地区：[1]南京晓庄学院教师教育学院,江苏南京211171

出　　处：《南京晓庄学院学报》2023年第2期50-53,123,共5页Journal of Nanjing Xiaozhuang University

摘　　要：长度量感是学生对事物长度及其大小关系的直观感知、定量分析和推理应用。文章以“认识千米”的教学为例,比较和分析三节优质课,认为指向学生长度量感发展的教学策略有:建立单位量的表象,是长度量感产生的基础;定量把握不同单位间的关系,是长度量感发展的重要途径;应用推理估测度量结果,是长度量感形成的重要标志。The sense of length measurement refers to students intuitive perception,quantitative analysis,and reasoning application of the length and size relationship of things.The article takes the teaching of“Understanding Kilometers”as an example,compares and analyzes three high-quality courses,and believes that the teaching strategies aimed at the development of students sense of length include:establishing the representation of unit quantity,which is the foundation for the generation of sense of length;quantitatively grasping the relationship between different units is an important way to develop the sense of length and quantity.The application of inference to estimate measurement results is an important indicator of the formation of length sense.

关 键 词：长度量感 认识千米 教学策略 单位量 关系 

分 类 号：G623.5[文化科学—教育学]