一、教学目的分式部分在全部課程中的地位,我們在前两篇拙作(“整式”与“因式分解”)中,已作过扼要的分析,此处不再重述了。今将分式教学中較为特殊的几点,提出我們的一些看法,供教师同志們参考。首先,在整式、因式分解两部分教学順利进行的基础上,进行分式的教学是不困难的,这是因为:(1)分式部分所涉及的概念多为整式部分旧有或径与分数所学类似,很少引入新的概念。(2)分式的运算从表面上看,不尽与分数运算相同,而实貭上可以說分式的运算仅是整式运算的一种混合形式。其次,从分式的教学內容来看,它的中心当然是計算,而形式推演更占着重要地位。因此在本段教学时,如何更快、更好地培养学生計算能力,适当培养学生合 First, the position of the teaching purpose of the fractional part in the entire curriculum. We have already made a brief analysis of the first two pieces of work (“Integration” and “Decomposition”), which will not be repeated here. We will present some of the more special points in the split-type teaching and present some of our views for reference by the comrades. First of all, it is not difficult to carry out fractional teaching on the basis of the smooth implementation of integral and factorized two-part teaching. This is because: (1) The concepts involved in the fractional part are mostly integral or partial Scores are similarly learned and rarely introduce new concepts. (2) Fractional operations are not the same as fractional operations on the surface, but it can be said that fractional operations are merely a mixed form of integer operations. Second, from the point of view of the content of the fractional teaching, its center is of course computing, and form deduction is even more important. Therefore, in the teaching of this section, how to train students’ computing ability faster and better and develop students’ cooperation properly