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笔者在一次二元一次方程组测试后的讲评课中,采取一班教师讲解,另一班学生讲评的策略.对照之下,发现许多学生的通病:字母表示数的能力仅只停留在肤浅的感性认识阶段,面对实际问题和数学问题时很少领会代数方法的优越性和普遍性.在经历了代数式、一元一次方程、二元一次方程组和多项式、分式等章的学习之后代数思想的种子仍未生根发芽.以下举3例,以期发现从算术到代数的过渡教学中的问题,
In the course of a lecture on a binary equation test, the author adopts a group of teachers to explain and another class of students to comment on the strategies. In contrast, many common problems are found in students: the ability of letters to express numbers only stays in superficial sensibility At the stage of cognition, we seldom comprehend the superiority and universality of algebraic methods in the face of practical problems and math problems.After the study of algebraic equations, monotone and linear equations, polynomials and fractional equations, algebraic thought Seed has not yet rooted germination. The following three cases, in order to find the transition from arithmetic to algebra in teaching problems,