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随着电化教学的不断普及,板演也逐渐被毛玻璃片所替代。笔者曾听过比较多的数学课,发现学生到黑板上解题几乎没有了,取而代之的是学生在毛玻璃片上计算,后在幻灯上打出,再评析。我以为,这样做是不可取的。因为学生的解题过程在毛玻璃片中反映出来的仅仅是某些结果,但实质性的东西很难从中发现。如有位教师教了“分数小数加减混合运算”后,出了这样一道巩固练习题:计算:3(3/4)-1.85+2(7/20)(在这之前,学生已能正确熟练地记住3/4与7/20的小数
With the continuous popularization of electrification teaching, board performances are gradually replaced by glass frosted glass. I have heard more math classes, and found that students almost no problem solving to the blackboard, replaced by students in the frosted glass on the calculation, after the slide hit, and then comment. I think it is not advisable to do so. Because students' problem-solving process only reflects some results in the ground-glass, it is difficult to find out what is essential. If a teacher teaches “Fractional Decimal Addition and Subtraction Blend Operations,” a consolidation exercise is made: Calculate: 3 (3/4) -1.85 + 2 (7/20) (Prior to this, students were able to correct Skillfully remember 3/4 and 7/20 decimals