Four-Stage Modeling Teaching Research on Primary School Division to Promote Understanding of Operational Consistency and Development of Reasoning Awareness

《义务教育数学课程标准(2022年版)》强调推理意识是小学数学核心素养的关键要素。本文以人教版二年级下册《除法的初步认识》一课教学为例，探讨如何通过创设真实情境、引导学生经历“情境具象化→操作表征化→关联结构化→模型抽象化”的完整过程，沟通四则运算的内在联系，感悟运算一致性，从而有效发展学生的推理意识。实践表明，该路径有助于学生理解除法的本质，建立数学知识的整体认知框架，实现从经验感悟向逻辑推理的过渡。The Compulsory Education Mathematics Curriculum Standards (2022 Edition) emphasize reasoning awareness as a key element of core literacy in primary school mathematics. Taking the lesson “Preliminary Understanding of Division” from the second-grade textbook (PEP edition) as an example, this study explores how to guide students through a complete process of “contextual concretization → operational representation → relational structuring → model abstraction” by creating authentic contexts, thereby connecting the internal relationships of the four arithmetic operations and fostering operational consistency to effectively develop students’ reasoning awareness. Practice shows that this approach helps students understand the essence of division, construct a holistic cognitive framework of mathematical knowledge, and transition from experiential perception to logical reasoning.