There are a lot of colorful and lively scene diagrams in the new textbook, which can attract students' attention. However, I found that there are often some conditions hidden in the scene diagrams in solving the continuous multiplication and division problems in Grade Three, and students are often confused by the diagrams. Some students don't examine the questions, but only calculate the conditions in the text. Multiplication and division of application problems are solved as one-step application problems.

In the application of continuous division, there is such a problem: there are 256 boxes of apples in the orchard, which are transported by two cars, and each car is transported four times. How many kilograms does each car transport at a time? For questions like this, students are most likely to confuse the quantitative relationship and make mistakes. In teaching, I first ask students to find the total, such as how many goods were delivered by two cars? The students will find out that two cars have been shipped in total. A * * * sent 256 boxes. So how many boxes are there in each car? Guiding formula: 256÷2= 128 (box). Each car is delivered four times. How many boxes are there for four batches of goods per car? Isn't it 256 cases? Students will find that the total number has changed. The total number is no longer 256 boxes in the title, but 128 boxes. Students will no longer use 256÷4. I think the teaching effect obtained in this way is better.