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思维定势对学生的学习有积极的影响,也有消极的影响。本文就应用题教学中如何克服思维定势的消极影响谈一点体会。一、及时改变题中的数量关系,防止受例题的影响,造成解题时套框框。在应用题教学中,有的教师为了巩固当堂课所学的内容,要求学习机械重复地练习与例题相仿的题目,这就会造成学生解题时忽视分析数量关系,而产生照葫芦画瓢的现象。例如,五年级数学课本第七册第76页的例3、例4,是两道求平均数的应用题。如果在教学时,分别教学了例3、例4后,又只要求分别练习与例3、例4相仿的练习题,那么学生在解题思路上就产生了思维定势。这种思维定势对于理解、巩固这两种形式的求平均数题目的解法有好处,但当题目结构及数量结构发生变化
Mindset has positive and negative effects on students’ learning. This article discusses how to overcome the negative influence of mindset in the application of problem teaching. First, change the quantitative relationship in the question in time to prevent the impact of the subject matter, resulting in problem solving. In applied problem teaching, some teachers require the learning machine to repeatedly practice the same problem as the example problem in order to consolidate what they have learned in the class. This will cause the students to ignore the analysis of the quantitative relationship and solve the problem. The phenomenon. For example, Examples 3 and 4 on page 76 of Volume 5 of the fifth grade mathematics textbook are two applications for averaging. If, in teaching, after teaching cases 3 and 4, respectively, and only asked to practice exercises similar to cases 3 and 4, respectively, then the students have a fixed mindset in solving the problem. This kind of mindset is good for understanding and consolidating the solutions to the two types of averaging problems, but when the structure and quantity structure of topics change