教材是学生学习的文本,只有读懂教材,才能挖掘教材的内涵。在“一师一优课、一课一名师、课课有精品”的活动中,我准备执教《求一个数是另一个数的百分之几的简单实际问题》这节课。当打开教材时,教材只呈现了一幅统计图。于是我开始思考:如果直接进行情境导入,传授新知,半节课时间,课程就有可能结束。但效果怎样,不得而知。经过反复磨课,我重新设计复习导入这个环节,先复习百分数的意义以及把小数、分数化成百分 Textbook is the text of student learning, only to understand textbooks, to tap the meaning of textbooks. In “One Teacher, One Teacher, One Lesson Teacher, One Lesson Lesson,” I am ready to teach this lesson “A Simple Practical Problem”, a few percent of another number. When you open the textbook, the textbook presents only a chart. So I started to think: if the direct introduction of context, teaching new knowledge, half the class time, the course is likely to end. But what is the effect, unknown. After repeated courses, I re-designed to review the importation of this part, first review the meaning of the percentage and fractional, into a percentage