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在一次数学教师的教学比武活动中,一位青年教师执教了五年级下册“分数的基本性质”一课,过程大致是这样的——学生从分蛋糕的情境中顺利得出了1/3=2/6=3/9之后,教师提问:“请同学们从左往右观察1/3=2/6=3/9,你发现了什么?”生1马上站起来回答:“从左往右看,我发现分子不断加1,分母不断加3。”这个回答让教师颇感意外,因为它与教师预设的“分子、分母同时乘以2、乘以3”有差距。为了让学生的回答符
In a math teacher teaching contest, a young teacher coached the fifth grade undergraduate “the basic nature of the score ” class, the process is roughly like this - the students from the cake situation smoothly derived 1 / 3 = 2/6 = 3/9, the teacher asks: “Ask the students to observe 1/3 = 2/6 = 3/9 from left to right. What did you find out?” : “From left to right, I find that the numerator is incremented by 1 and the denominator is incremented by 3.” This answer surprises the teacher because it is multiplied by 2 with the teacher’s prefixed “numerator and denominator” 3 "There is a gap. In order to allow students to answer the character