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记得,我教学小学数学第十一册(人教版)第95页的例4:“街心花园中圆形花坛的周长是18.84米。花坛的面积是多少平方米?”在出示“例4”时,漏抄了“圆形”二字,学生尝试做时,出现下面情景:生:老师,这道题不能做,缺少条件,没说什么形状。师:(无语沉思片刻后)请同学们停一下笔,会做这道题的举手。这时,半数学生举起了手。师:(对一名没举手的)你不会做吗?生:我觉得这道题差一个条件,补上“圆形”条件就能做了。
Remember, I teach primary school mathematics eleventh volumes (PEP) on page 95 of Case 4: “The circumference of the circular flower bed in the heart of the garden is 18.84 meters. What is the area of the flower bed is the number of square meters? ” When “Example 4” is omitted, the word “round” is leftover. When students try to do this, the following scenario appears: Students: Teacher can not do this problem, lack of conditions, and no shape. Teacher: (after a moment of silent meditation) Please stop the students pen, will raise the hand of this question. At this time, half of the students raised their hands. Teacher: (one did not raise your hand) you will not do? Health: I think this question is a poor condition, make up “round ” conditions can be done.