“果园里有三种果树,其中梨树的棵数占1/3,苹果树的棵数与其他两种棵数的比是1:5,梨树和苹果树共有180棵,果园里共有果树多少棵?”这道题一般是这样做的“180÷(1/3+1/6)=360(棵)”。在批卷中发现了意料之外的解法:“180÷3×6”。答案是对的,但不知想法是否有误。由于急着把50多份试卷批完,来不及深思。旁边的一位老师说,“我遇到这种乱做的,一概批×。”这是一位好学生,他不会乱做的,或许他有他的道理。如果草率地批“×”,那会打击他的积极性。我迟疑了一会儿,落笔在他的答案旁打了“√”,在计算过程中打了个“?”。在接下来的几份试卷中遇到类似情况,都作了如此处理。这时一份中下等学生的试卷中也出现了 “There are three kinds of fruit trees in the orchard, of which the number of pear trees accounts for 1/3, the number of apple trees and the other two trees is 1: 5, pear and apple trees a total of 180 trees in the orchard total number Tree? ”This question is generally the case of“ 180 ÷ (1/3 +1 / 6) = 360 (trees). ” Unexpected solution was found in the batch: “180 ÷ 3 × 6”. The answer is correct, but I do not know whether the idea is wrong. Eager to batch more than 50 papers, too late to ponder. A teacher next to him said, “I met this kind of chaotic, all approval.” This is a good student, he will not mess, maybe he has his reason. If the slogan “×”, it will blow his enthusiasm. I hesitated for a while, dropped a pen, ticked “√” next to his answer and put a “?” In the calculation. In the next few papers encountered a similar situation, have done so. At this time, a secondary and secondary student papers also appeared