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求相差数的应用题,既是简单应用题知识的结构中的重点,又是儿童学习的难点。学习困难儿童在正常教学条件下,能够顺利地进行这类应用题的学习吗?为此,我们对一年级12名学习困难儿童进行了诊断性测试。发现这些儿童,在学习求总数与求剩余数的应用题时,虽然得到教师额外的帮助,但在学习新课内容时,仍有8人不及格,小组总平均48分,与班级总平均相差27分。他们的学习困难反映在:没有领会“两数相比”、“同样多”和“相差”等概念的涵义,因而不能辨析求总数与求相差数两类应用题的异同点,往往误用加法策略来解决求差的问题。那么,怎样帮助他们排除学习中的障碍?是根据教材的编排顺序和常用的数学方法,再现旧有的教学情景,还是依据知识的内在联系、学习困难儿童的困难所在和思维水平,设计新颖的教学情境,引导儿童在积极主动的建构中排除学习障碍?我们取的是后者。在实际活动、图形操作、多角度比较三个学习阶段中,安排了三节课的时间,采用小组干预
Differences in the number of applications, is not only the focus of the structure of a simple application of knowledge, but also difficult for children to learn. Do children with learning difficulties under normal teaching conditions, be able to successfully carry out such applications? To this end, we conducted a diagnostic test of 12 children with learning disabilities in the first grade. The children were found to have extra help from teachers when they were learning how to find the total and how to find the remainder. However, when learning the content of the new course, eight children still failed, and the group had an average of 48 points, which was different from the average grade of the class 27 points. Their learning difficulties are reflected in the fact that they do not understand the connotations of the concepts of “comparing two numbers,” “equalities” and “differences.” Therefore, they can not distinguish between the two kinds of application questions of finding the total number and finding the difference, Strategy to solve the problem of difference. So, how to help them to exclude obstacles in learning? Is based on the order of teaching materials and commonly used mathematical methods to reproduce the old teaching scenarios, or based on the intrinsic link of knowledge, learning difficulties for children and the level of thinking, design novel Teaching situations, to guide children in the active construction to exclude learning disabilities? We take the latter. In the actual activities, graphics operations, multi-angle comparison of the three learning stages, arranged for three classes of time, the use of group intervention