【案例1】在教学“较复杂的百分数应用题”时,教师采用北京申奥的题材,把北京、多伦多等四个城市在第二轮投票中的得票数做成条形统计图(北京56票、多伦多22票,四个城市的总票数是105票),引导学生从百分数的实际应用这个角度提出问题:“北京的票数比多伦多多百分之几?”由于学生已经会解决简单的百分数应用题,这时,学生都跃跃欲试,就让学生尝试解决。经过了解,教师发现学生 [Case 1] When teaching “the application of more complicated percentages,” teachers use the subject matter of Beijing’s bid for the Olympics to make bar charts in the second round of voting for the four cities of Beijing and Toronto (Beijing 56 votes, 22 votes in Toronto and 105 votes in all four cities) to guide students in raising questions about the practical application of percentages: “What percentage of Toronto’s votes do Beijing have?” Simple percent application questions, then, students are eager, let the students try to solve. After understanding, the teacher found the students