读史使人明智，读诗使人灵秀，数学使人周密。在喜悦欢腾的国庆期间，我校四年级学生开展了“自制一升容器”的“玩水”活动：孩子们动手制作一升的量具，量出一升水，并用一升的水做一件事。本次实践活动旨在帮助孩子们建立一升的表象，丰富孩子们对一升的量感。我校重视学生的动手操作，因为动手操作是从具体到抽象，再从抽象到具体的思维活动。动手操作中，孩子们经历了知识发生和发展的过程，建立了数学概念，掌握了“真”知识。

首先利用废弃的水瓶制作一升的量具。小朋友们将家里的厨具等生活器具制作成崭新的量具。这看似简单的一步却能帮助学生借助水的多少来了解容量的概念，为今后学习容量、容积做准备。

First, one-liter measures were made with discarded water bottles. Children have made brand new measures from household utensils such as kitchenwares from their homes. This seemingly simple step can help students understand the concept of capacity with the help of water, and prepare for learning capacity and volume in the future.

接着小朋友们用自己亲手制作的量具量出一升的水。从而对升和毫升的直观感受得到提升，同时感知升和毫升的进率。

The children then measured out one liter of water with their own handmade measures. In this way, they were able to improve their visual senses of liter and milliliter, and to understand the unit rate of liter and milliliter.

制作的这一升水可以做些什么呢？小朋友们思维非常活跃：有的煮了鸡蛋，还有的用来养鱼。孩子们在这个过程中还可以估计一些容器的容量，进而形成空间大小的量化概念。

What could be done with a liter of water they got? The children showed their creativity: some boiled eggs and others used it to keep fish. In this process, the children could also estimate the capacity of some containers and thus develop a quantitative sense of space size.

 SUMMER HOLIDAY

学生在操作、体验、观察、猜想、反思等活动中理解容量的意义，感受数学就在身边。从而调动了学习数学的内在动力，提高了学生学习的效率，为学生学习数学打开了一条探索知识奥秘的途径和方法。

Students understood the meaning of capacity in activities such as manipulation, experience, observation, conjecture and reflection, and noticed that mathematics is closely around. As a result, for these students, the intrinsic motivation to learn mathematics has been aroused, and the efficiency of learning has been improved. In this way, a way for students to explore the mystery of knowledge in mathematics has been carved out.