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案例描述:教学“字母表示数”一课时,发现学生对于用一个字母表示任意一个数理解得很快,也能理解用含有字母的式子表示数量的意义,但对于“为什么不能全部用字母来表示一个关系式中的每个数,而要根据题意来表示相关联的量”这个难点却无法突破。反思我的教学后,做了调整。教学片段一:探究字母表示数,揭示课题课件出示:1.n年以后,我又回到了故乡的学校,成了一名小学老师。2.徐×同学在操场上捡到x元钱,请速来认领。
Case Description: Teaching “number of letters,” a class, students were found for a letter that any one number quickly understood, can understand the meaning of the number of letters with the formula, but for “why can not all Use letters to represent each number in a relation, and to express the associated quantity according to the title ”This difficulty can not be broken. Reflected my teaching, made adjustments. Teaching a fragment: to explore the number of letters that reveal the subject courseware to produce: 1.n years later, I returned to my hometown school, became a primary school teacher. 2. Xu × students pick up x yuan in the playground, please speed to claim.