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1、除數(shù)是整數(shù)的小數(shù)除法教學(xué)設(shè)計(jì) 教學(xué)內(nèi)容:人教版小學(xué)數(shù)學(xué)教材五年級(jí)上冊(cè)第2425頁(yè)例1、例2、例3及“做一做”,練習(xí)六第16題。教學(xué)目標(biāo):1理解并掌握除數(shù)是整數(shù)的小數(shù)除法的計(jì)算方法,能正確計(jì)算除數(shù)是整數(shù)的小數(shù)除法。2培養(yǎng)學(xué)生的分析能力和類推能力。3體驗(yàn)所學(xué)知識(shí)與現(xiàn)實(shí)生活的聯(lián)系,能應(yīng)用所學(xué)知識(shí)解決生活中簡(jiǎn)單的問題,從中獲得價(jià)值體驗(yàn)。教學(xué)重點(diǎn):理解并掌握除數(shù)是整數(shù)的小數(shù)除法的計(jì)算方法。教學(xué)難點(diǎn):理解商的小數(shù)點(diǎn)定位問題。教學(xué)準(zhǔn)備:將本課教學(xué)內(nèi)容制成PPT課件。教學(xué)過程:一、復(fù)習(xí)引入1用豎式計(jì)算:268÷4、224÷4、252÷6、345÷15。2說一說:224&

2、#247;4這道題是怎樣計(jì)算的?(教師適時(shí)板書或演示PPT課件。)3引入新課:這節(jié)課我們就用同學(xué)們掌握的整數(shù)除法的知識(shí)來學(xué)習(xí)新的知識(shí)?!驹O(shè)計(jì)意圖】通過復(fù)習(xí)整數(shù)除法,喚醒學(xué)生對(duì)整數(shù)除法計(jì)算方法和計(jì)算步驟的回憶,為新知的教學(xué)打好基礎(chǔ)。二、探究新知(一)教學(xué)例11出示例1,引導(dǎo)理解題意。(PPT課件演示。)(1)題目中告訴了我們什么?(堅(jiān)持晨練可以鍛煉身體,王鵬堅(jiān)持晨練,他計(jì)劃4周跑步22.4 km。)(2)題目中要我們求什么?(按計(jì)劃他平均每周應(yīng)跑多少千米?)2嘗試列式,分析數(shù)量關(guān)系。(1)要求“他平均每周應(yīng)跑多少千米”,應(yīng)該怎樣列式?(學(xué)生口頭列式,教師板書或PPT課件演示:22.4÷

3、4。)(2)引導(dǎo)思考:為什么用“22.4÷4”?(路程÷時(shí)間速度)3揭示新課,感受學(xué)習(xí)價(jià)值。(1)請(qǐng)同學(xué)們觀察這道除法算式,和我們前面復(fù)習(xí)的除法計(jì)算有什么不同?(除數(shù)還是整數(shù),但被除數(shù)是小數(shù)。)(2)揭示課題:看來,在實(shí)際生活中常常遇到需要用小數(shù)除法計(jì)算的問題,小數(shù)除法還是數(shù)學(xué)四則運(yùn)算中的重要組成部分。從今天開始,我們就學(xué)習(xí)一個(gè)新的單元小數(shù)除法(板書單元課題:小數(shù)除法),這節(jié)課我們先學(xué)習(xí)除數(shù)是整數(shù)的小數(shù)除法。(板書本節(jié)課課題:除數(shù)是整數(shù)的小數(shù)除法。)4提出問題,自主思考算法。(1)提出問題:我們已經(jīng)會(huì)計(jì)算整數(shù)除法,那想一想,被除數(shù)是小數(shù)的除法該怎樣計(jì)算呢?(2)學(xué)生先獨(dú)立思

4、考,再在小組里交流自己的想法。(教師巡視,了解學(xué)生思維活動(dòng),參與小組交流,給予適當(dāng)指導(dǎo)。)5教師引導(dǎo),交流不同算法。(1)我們已經(jīng)會(huì)計(jì)算整數(shù)除法,在不改變商的大小的前提下,怎樣把小數(shù)變成整數(shù)呢?誰來說一說你的想法?(2)指名學(xué)生回答。(教師適時(shí)板書或PPT課件演示。)預(yù)設(shè)一:把被除數(shù)擴(kuò)大到原來的10倍變成224,把除數(shù)也擴(kuò)大到原來的10倍變成40,再來計(jì)算。(雖然變成了整數(shù)除以整數(shù)的形式,但在計(jì)算時(shí)仍然會(huì)遇到小數(shù)除法的問題,學(xué)生無法完成計(jì)算。)預(yù)設(shè)二:把22.4 km改寫成22400 m,再來計(jì)算。(3)交流對(duì)想法二的感受:這樣雖然可以算出結(jié)果,但是計(jì)算時(shí)你有什么感覺呢? 6分步探討

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