The influence of one kind of learning on another is called learning transfer. From the perspective of cognitive psychology, no matter in the process of learning new knowledge or solving new problems, as long as there is the relevant cognitive structure that has been formed, there will be the transfer of knowledge and even methods. And all these need teachers to consciously guide them to achieve. When I was teaching the second volume of the fourth grade edition of Beijing Normal University, the meaning of decimals, I first created a life situation: one day naughty followed his mother to the vegetable market to buy food, and he found that a catty of meat was 9.90 yuan, a catty of cabbage was 2.20 yuan, and a catty of sweet potato was 2.35 yuan. (Put it on the big screen) Say what these prices are, and students will soon be able to tell the answer, because it is migrated from their life experience. Then let the students talk about how much it costs for naughty mother to buy these three things. Why? Students can basically work it out quickly and understand the principle of addition and subtraction of the same number, because it is migrated from students' knowledge and experience. Finally, let the students talk about the names of the numbers in each number. Students are speechless and teachers guide them. This is what we will learn in this class. I believe that students will learn the fillet knowledge they have learned before and will learn it soon. Display title: 1 yuan = () angle, 1 yuan = () point 1 angle = () yuan 1 point = () yuan. This topic is from easy to difficult, guiding students to discover the law of numbers. The new knowledge is closely related to the old knowledge, which is easy to understand. One corner is one-tenth yuan, that is, 0. 1 yuan, and one point is one hundred yuan, that is, 0.0 1 yuan. Finally, going back to the previous situation, the first 9 of 9.90 yuan represents 9 yuan, which is an integer part, the second 9 represents 9 angles, and the first place to the right of the decimal point is 0.9 yuan. 0.9 yuan, this is called decimal, which means dividing a number into ten on average, and taking a few of them is a fraction of a point. Then let the students talk about the name of each number of 2.35 yuan and the meaning of the number on the number, and then ask the third place to the right of the decimal point. In this way, students can open their books and teach themselves the decimal number sequence table, and the teaching effect will be twice as effective. Over the past school year, I have constantly made students realize the importance of learning transfer from the creation of situations, and inspired them to actively seek the knowledge points and growth points of transfer.

Second, guide autonomous learning and cultivate migration ability.

The new curriculum standard of primary school mathematics requires teachers to change their teaching concepts, make mathematics classroom a paradise for students to learn independently, let students actively participate in mathematics activities, acquire, consolidate and deepen knowledge by themselves, stimulate students' innovative consciousness in a down-to-earth manner, and cultivate students' innovative thinking and ability. Transfer ability is innovative ability.

Teaching is mainly guided, supplemented by lectures.

Piaget, a famous psychologist, said: The most fundamental way for children to learn should be activity, which is the direct source of cognitive development. Therefore, in teaching, I fully mobilize students' eyes, mouth, hands and brain to participate in activities. For example, when I was teaching the second volume (decimal multiplication) in a stationery store in the fourth grade, I asked the students to shout and sell pencils, a 0.3 yuan, a ruler, a 0.4 yuan and a pencil sharpener in class, and the students expressed their willingness to buy them. I let the students choose what they want, how much they buy and how much they need to pay. If they get the right answer, they can write the answer directly and ask the teacher for the item (model). The students are full of enthusiasm and the calculation accuracy is particularly high. Although the students in this class are initially exposed to decimal multiplication, they know the meaning of integer multiplication well. Coupled with interesting mathematical activities, students have a very thorough understanding of how to find several identical decimals by multiplication.

Encourage questioning and mobilize subjective consciousness.

Problems are the initial source of students' active learning, the spark that ignites students' thinking, and the motivation for students to explore constantly, just as the ancients said: learning begins with thinking, and thinking begins with doubt. In teaching, according to students' cognitive rules and psychological characteristics, I skillfully create suspense, stimulate students' interest in learning, boldly ask questions, actively discuss, fully mobilize students' learning initiative, and thus more deeply realize that I am the subject of learning. For example, when I was teaching the second volume of Who Called for How Long (divisor is the division of decimals) in grade four, I first asked the students that two people were on the phone, one was Anhai and the other was Guizhou, and the call time was the same. Whose phone bill is more? Let students know the fact that long-distance calls are much more expensive than long-distance calls. The next question is thrown out: Xiaohong and Xiaohua go to a public phone booth to make a phone call. Xiaohong made a domestic call, and she spent 8.54 yuan per minute in 0.7 yuan. Xiaohua makes international calls to 45 yuan every minute. Do you know who makes long distance calls? Let the students guess first and tell the reason. Some people say that Xiaohong calls for a long time because her phone bill is cheap, while others say that Xiaohua calls for a long time because he spends a lot of money. It's really fair, fair, fair, fair, fair, fair, fair. How to calculate? Let two students (ordinary students) calculate on the blackboard, and the other student writes it in a notebook, and then continue the discussion. The two answers are: 8.54÷0.7= 1.22 (points) 45÷7.2=0.625 (points) ~8.54÷0.7= 12.2 (points) 45 ÷ 7.2. The students looked puzzled, so I said, let's think about how to verify whose answer is correct. The calculation method of integer division came in handy, and the students immediately transplanted this method. "Multiply the quotient by the divisor to see if it is equal to the dividend." Students blurted out, followed by some calculations, and found the correct answer, but this is inconsistent with the decimal point of the quotient and the decimal point of the dividend (observe the vertical score). Students' thinking collided here and chattered again. At this time, I reminded my classmates to open their books and look at Grandpa Wisdom's thinking of solving problems. The students suddenly realized that the divisor should be turned into an integer first, and then the dividend should be expanded by the same multiple. This is the quotient invariance that I just learned last semester, and learning migration has played a role in bringing order out of chaos here. At this point, students keep in mind the calculation method of division with divisor as decimal, and do the following classroom exercises.