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某教师对学生作业的批改与众不同,别具一格.他十分注意学生作业练习这一重要教学信息的反馈,精心编写作业批语和组织再次练习,从而提高作业的质量,培养了学生的思维能力.现略举几例如下: 1.某一学生的作业错题是: 1/3+1/2-1/3+1/2=0 教师深知该生错题的的主要原因是由于思维定势的干扰,把此题与有括号的简便运算混淆起来,因而造成错误.于是,教师在错题旁批注:“不变动数字和运算符号,在该题的不同位置上添上括号后再计算.”学生根据教师的要求,反复思考后订正如下:
He has paid special attention to the feedback of this important teaching information of students 'homework practice, elaborated homework and organized the practice again, so as to improve the quality of homework and cultivate students' thinking ability. A few examples are as follows: 1. A student's homework is the wrong question: 1/3 + 1 / 2-1 / 3 + 1/2 = 0 Teachers know that the main reason for the student's wrong question is due to thinking , Confusing the question with the simple parenthetical operation, which led to an error, so the teacher next to the wrong question: "Do not change the numbers and the sign of the operation. Students according to the requirements of teachers, after repeated thinking revised as follows: