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在小学应用题教学中,“执果索因”的分析法是我们在引导学生分析应用题时经常使用的方法。为了使学生把握这种分析方法,不少教师都采用“看问题想条件”的练习形式,这无疑是十分必要的。但常常采用“要求……,必须知道……”的形式,容易把解决问题的方案唯一化,致使学生形成单一的思维定势,不利于学生思维活动的灵活变通,抑制创造性思维。其实,任何一个问题,其解决的方案总不是唯一的。例如,要求圆的面积,可有如下多种方案:①半径,②直径,③周长④半径的平方值,③直径的平方值(S⊙=Л/4d~2),⑥周长的平方值(S⊙=1/4ЛC~2),⑦圆内扇形的面积和圆心角的度数。⑧所求圆与另一个平面图形面积的相差关系或倍比关系等等。
In primary school teaching, the analytic method of “taking the lead” is often used in guiding students to analyze the applied questions. In order to enable students to grasp this method of analysis, many teachers have adopted the “look at the problem want conditions” practice form, which is undoubtedly very necessary. However, they often adopt the form of “... must know ...”, and it is easy to uniquely solve the problem. As a result, students form a single thought setting, which is not conducive to students' flexible thinking of activities and inhibition of creative thinking. In fact, any one of the problems, the solution is not always the only solution. For example, the required area of the circle may have various options as follows: ① Radius, ② Diameter, ③ Perimeter ④ Square of Radius, ③ Square of Diameter (S⊙ = Л / 4d ~ 2), ⑥ Square of Circumference Value (S ⊙ = 1/4 ЛC ~ 2), ⑦ circular fan-shaped area and the angle of the central angle degrees. ⑧ seeking a circle with another graphic area of the difference between the relationship or multiples ratio and so on.