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多年来,在教学“求比一个数多(少)几的数”的应用题时,许多老师认识,一定要给学生总结出解题公式,如: 大数-小数=相差数 大数-相差数=小数 小数+相差数=大数学生才好根据这几个公式正确解答这类应用题,否则,老师很难讲清楚,学生也很难正确选定计算方法。情况真是这样吗?我们有不同的看法。我们认为,给学生总结这样的解题公式是不利于培养学生思维的。这样做,只会加重学生记忆的负担,养成死记硬套、不愿动脑分析思考的坏习惯。 一九八七年秋季,我用课程教材研究所小学数学教材研究实验组编的小学课本《数学》进行了教改实验,实验过程中,我们针对教学实际选择了几个专题进行探索研究,其中一个就是:如何引导学生紧扣题
Over the years, teaching “seeking a few more than a few” application questions, many teachers know, we must give students a solution to the problem formula, such as: large number - the decimal number = the difference between the number of large difference Number = Fractional Decimal + Number of Differences = Majority students are good at answering this type of problem according to these formulas, otherwise the teacher can hardly make it clear that it is difficult for the student to correctly choose the calculation method. Is this really the case? We have different opinions. We think it is not conducive to cultivating students' thinking by summing up such solution formulas for students. In doing so, it will only increase the burden on students' memory, develop a rote of illiteracy, and refuse to think bad habits of brain analysis. In the fall of 1987, I conducted a teaching reform experiment with the primary textbook “Mathematics” compiled by the experimental teaching group of the Primary School Mathematics Textbooks of the Curriculum Materials Institute. During the experiment, we selected several topics for teaching practice to explore and study. One of them That is: how to guide students closely linked to the topic