Case 1 Teaching fragment of "Preliminary Understanding of Division"

The students were divided into groups of six, each with six sticks in his hand. Teaching:

Teacher: Everyone has six sticks in his hand. Divide into three parts on average. How much is each part? Hands-on operation.

Teacher: OK! Talk about the operation just now in the group. B teaching:

Teacher: Everyone has some sticks in his hand. Try to distribute equally as required. The requirements are: the average score is 1, 2, 3, 4, 5, 6, and the stick is not damaged. See which group is the fastest.

The students began to divide. Some broke up quickly, and some began to whisper. Teacher: Is there any difficulty?

Student 1: Divided into 4 parts on average, which is not easy to score. Health 2: It is not good to divide it into five parts equally.

Teacher: Yes! Some are more, some are less, not the average score. What's the best way to do it? (health)

Teacher: OK! Small sticks in the same group can be seconded to each other. Try again. (health activities. )

Teacher: Which group would like to talk about this problem? How did you get the average score for your four books? Analysis: Whether students actively cooperate and communicate is because of the need or the arrangement of teachers, the effect will be different. How to stimulate students' initiative in cooperation and communication? I think there are two points that deserve our attention:

1, which makes the question more thoughtful and exploratory. Cooperative communication in mathematics teaching cannot be equated with casual conversation in daily life. It should have a certain learning goal orientation, and it is for cooperation and communication to solve a specific problem. Therefore, in teaching, students should be constantly confused in their thinking, so that they can actively think of cooperation and communication with others under the pressure of thinking. In case teaching, the six sticks are divided into three parts on average, only 1 point. What can they communicate? It just keeps repeating itself. It is a very nerve-racking thing to divide six sticks into four or five parts on average. The teacher suggested a new adjustment. How to adjust it? There must be communication and cooperation between team members. Especially if it is divided into four parts on average, and another person needs to take out all of them, or four people take out one part and another student takes out two parts, the discussion will be fierce. "Convenient for others, but also convenient for yourself", isn't it a good embodiment here? !