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学过正、反比例之后,学生能根据两种相关联的量的变化规律来正确地判断正、反比例,并能根据题目里的已知条件列出比例式和熟练地解比例。在这种情况下,怎样上复习课呢?是教师把已学过的基础知识再讲授一遍,还是在作业练习上搞机械重复?这些正是我过去教学中所忽视的地方。实践证明:这样做,无论是在落实“双基”,还是从培养智能方面来看,都是不足取的。现在,我针对学生在解应用题时,条件稍有变化,就不知从何下手这点出发,集中力量帮助学生摸清规律,促进学生能力的发展。在复习课上,教师只要在关键的地方起到点拨的作用,就能收到预期的效果。以反比例为例,我是这样安排复习课的。首先让学生根据练习十三第14题的要求,编一道
After learning positive and inverse proportion, students can correctly judge positive and inverse proportion according to the variation law of two related quantities, and can list proportional and skilled proportion according to the known conditions in the title. In this case, how should we review the lesson, or do teachers repeat the basic knowledge they have learned or repeat the mechanical exercises? These are the places I neglected in my past teaching. Practice has proved that this is not enough for us to implement “double bases” or to develop intelligence. At present, I aim at helping students to find out the law and promote the development of their abilities. During the review class, teachers can receive the expected results as long as they play an indispensable role in the key areas. In reverse proportion, for example, I am arranging a review class. First, ask the students to make a compilation based on the requirements of Exercise 13, Item 14