Before class, according to the characteristics of this class: cognition in activities, students' characteristics: young age, poor self-control, easy to be distracted, teamwork, weak consciousness, difficult to control the expected scene, and difficult to organize students to learn. After all, these small learning tools of RMB can attract children's attention too much, and they consciously start to play with these "pocket gadgets" at every turn. Then, how should teachers find ways to overcome these objective problems and make a class effective and orderly?
I think we can "think" from the teaching design. Organize students to carry out "orderly" activities. After a class, there is another place that is doubtful: the old version of large denomination RMB appeared in the textbook, but these RMB have long been out of common use and most students have never seen it. Curriculum standards require students to learn useful mathematics. Is it necessary to organize students to learn about the money that has been out of people's sight? Will it affect students' understanding of the new version of RMB? In addition, from the feedback of students' homework, it is still very difficult for some students to convert and calculate the text questions in RMB, and it is difficult to transform them from image representation to abstract imagination. How to overcome this problem?