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【难点分析】在小学阶段,数学模型一般是指能描述或反映特定问题或具体事物关系的数学结构。“植树问题”一般分为三种情况,第一种是两端栽树,棵数=间隔数+1;第二种是两端都不栽树,棵数=间隔数-1;第三种是一端栽树一端不栽树,棵数=间隔数。情况不同,解题方法也不同。对学生而言,什么时候加1或减1?什么时候不加也不减呢?他们往往只是机械的记忆,缺少对解题方法的理解。在这些变化之中不变的是什么呢?我们认为,就是棵数与间隔数之间的对应关系,这个对应关系就是
Difficulty Analysis In the elementary school stage, the mathematical model generally refers to the mathematical structure that can describe or reflect a specific problem or relationship. “Tree planting problem ” is generally divided into three cases, the first is the tree planting at both ends, the number of trees = the number of intervals +1; the second is not at both ends of the tree, the number of trees = the number of intervals -1; One end of the three is not planted tree planting trees, the number of trees = the number of intervals. The situation is different, problem-solving methods are different. For students, when to add 1 or minus 1? When do not add or subtract it? They are often just mechanical memory, the lack of understanding of the problem-solving method. What is the same among these changes? In our opinion, it is the corresponding relationship between the number of trees and the number of intervals. The corresponding relationship is