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在小学数学教学中,有计划地进行编题训练,可以进一步加深学生对四则运算的意义的理解,帮助学生进一步掌握各类应用题的结构、特征和数量关系,培养学生用数学观点观察问题、分析问题和解决实际问题的能力,提高解题的技能技巧。而且在编题过程中,学生从平日见闻中收集数据和材料,积极思维,能激起学习数学的浓厚兴趣。自编应用题的练习有多种形式。如:“补充条件”和“补充问题”编题;按实物演示编题;看图编题;按算式编题;指定算法编题;收集实际数据编题等。无论哪种练习形式,都应要求编的应用题条件明确,数量关系合理,问题与条件呼应,情节符合实际。但是,由于学生年龄小,缺乏生活经验,逻辑思维能力较差。可能编出一些不符合要求的应用题。如:
In primary school mathematics teaching, systematic training of topics can further deepen the students' understanding of the meaning of the four operations, help students to further understand the structure, characteristics and quantitative relationships of various kinds of applied questions, train students to use mathematical perspectives to observe problems, Analyze and solve practical problems and improve their skills and skills. And in the process of coding, students collect data and materials from weekday knowledge, positive thinking, can arouse the interest in learning mathematics. There are many forms of self-made exercises. Such as: “Supplementary Conditions” and “Supplementary Questions” coding; according to the physical demonstration coding; Figure compilation; arithmetic formulary; designated algorithm coding; collection of actual data coding. No matter what kind of practice, should be required to compile a clear application questions, the number of relations is reasonable, the problems and conditions echo, the plot in line with reality. However, due to their small age and lack of life experience, their ability to think logically is poor. May not compile some application questions that do not meet the requirements. Such as: