从学生对《分数除法》单元练习中一道试题的不同理解而产生的尴尬,对传统习题严密性进行了深入的思考,并以实践中失败的案例片段为载体,阐述了在教材解读中的四个误区,以此期待课堂上能真正从学生的需要出发,灵活地对教材进行合理加工、调整、组合、补充和改编,使教材更贴近学生,让课堂教学更高效,让学生学习更有效。 From the students embarrassed by the different comprehension of a test question in the unit practice of “fractional division”, the thesis makes a deep reflection on the rigor of the traditional exercises and takes the case fragment which failed in practice as the carrier, expounds the four A misunderstanding, in the hope that the classroom can really start from the needs of students, the flexibility of teaching materials processing, adjustment, combination, supplement and adaptation, so that textbooks closer to students, so that classroom teaching more efficient and effective for students to learn.