培养学生创造性思维,教师要把从小培养多角度说图意列算式能力作为一项重要的任务来抓。六年制小学数学第一册在半图半文应用题未出现前,编有“看图列算式”和“说图意列算式再计算”的教材。这是为学生从不同角度说图意列算式的好机会。教学时,教师可通过下面三个阶段,逐步提高要求,由简及繁地进行教学。第一阶段,教师可出示单纯的加法减法的图,从图上学生一眼可以看出是加还是减。要求学生先讲出图中讲的是一件什么事,再根据图意讲出数量关系,然后列式计算。例如,课本9页有一幅蝴蝶图和一幅三角形的图,先由教师提 To foster students' creative thinking, teachers should take as their primary task the ability to cultivate the multi-angle figure representation formula from an early age. Six years of primary school mathematics book in the semi-graphic half-text question did not appear before, compiled with “see diagram column formula” and “diagram diagram meaning calculation formula recalculation” teaching material. This is a good opportunity for students to think graphically from different perspectives. When teaching, teachers can gradually improve their requirements through the following three stages, teaching from simple and complex. In the first stage, teachers can show a simple addition subtraction map, students can see from the figure is to add or subtract. Ask students to tell the story is a matter of what, and then according to the figure that the number of relations, and then calculated by the column. For example, there is a butterfly and a triangle on page 9 of the textbook, first mentioned by the teacher