The comparison of scores is based on students' learning of the meaning of scores, because the students in Grade Three are younger, intuitive thinking is dominant, and abstract thinking is still limited.

In addition, the method of "comparing integer sizes" may also hinder students' thinking. Therefore, when the comparison score is large, the probability of students making mistakes may be greater. In order to improve teaching efficiency, I designed the following teaching process: Before class, let each student prepare a rectangular piece of paper or a square piece of paper.

The numerator is 1 and the denominator is different.

Let the students begin to operate, fold the rectangular paper or square paper in half and color it; Then fold out a quarter and paint it in different colors: fold out an eighth and paint it in different colors.

Observe the colored parts carefully, and compare the sizes (i.e. 1/2, 1/4, 1/8, who is bigger and who is smaller? ) inspire students to think, what will happen if they continue to fold in half? Exchange ideas at the same table. Report ideas. Children can understand that the more copies of the same piece of paper, the smaller each copy.

This is a double downward situation, in order to avoid misleading children in knowledge. Then, I use courseware to let students observe that the average number of copies of graphics of the same size is different, and the size of each copy is also different. The more average copies, the smaller each copy. (not in the case of doubling).

The denominator is the same, but the numerator is different.

In my opinion, this situation is easy for children to understand and directly guide them to observe the graphics. They can tell at a glance who is older and who is younger from the colored part of the picture, so I don't focus on this situation.

I think it is easier for students to understand and master the textbooks. After preparing the difficulties and designing the teaching process of this class, one problem that teachers can't ignore is.

Be sure to prepare students' existing knowledge level and students' acceptance, and neither overestimate nor underestimate students. Only in this way can students study easily and use flexibly, and improve our classroom efficiency.