叶圣陶先生旗帜鲜明地指出:教材无非是个例子。于是在相对自由处理教材的教学环境下,重组、整合教材成为教师追求课堂创新的重要途径。然而,肆意的“改编”往往会“改变”许多。苏教版教材五年级上册《求商的近似值》,教材这样呈现:每个足球45元,用300元最多可以买多少个?教师改编如下:老师带了40元钱去买钢笔奖励给学生,每支钢笔3元,最多可以买多少支?乍一看,例题的改编无可厚非。但教学中发现,例题 Mr. Ye Shengtao clearly pointed out: teaching materials is nothing more than an example. So in a relatively free teaching environment of teaching materials, reorganization and integration of teaching materials has become an important way for teachers to pursue classroom innovation. However, arbitrary “adaptations” tend to “change” many. The second edition of the Sujiao version of teaching materials on the fifth grade “seeking an approximation,” teaching material is presented: 45 yuan per football, with 300 yuan can buy up to how many? Teachers adapted as follows: The teacher took 40 yuan to buy pen reward to students, 3 yuan per pen, can buy up to how much? At first glance, adaptation of the example is understandable. But found in teaching, examples