記得去年曾聽到同志們談論“求一個數的幾分之幾”的問題,都認為“不好講”或“同學不容易接受”,今年又聽到和去年相同的論調,因此,就決定把它當作目前存在的問題提出來,以便引起同志們的研究、討論,更好地改進我們的教學。當我們講授初中算術第二分冊§150時,同學們或多或少地曾提出一些問題來,如“這不是和乘法一樣嗎,”“太麻煩,我們用乘法作行不行?”“……?”這是一個必然的過程,從提問當中我們可發覺同學們是進步了;因為他們已經懂得如何應用已學的知識解決實際問題,同時還知道應用簡便的方法比麻煩的方法好,這對於數學這門課程來說是難能而可貴的。是不是說就等於答應同學們的要求了呢?我 I remember hearing about comrades talking about “a few fractions of a number” last year. They both think that “not easy to speak” or “classmates are not easy to accept.” This year, they heard the same argument as last year. Therefore, they decided to put it As a problem that currently exists, it is proposed to arouse the comrades’ research and discussion and improve our teaching. When we taught junior high school arithmetic in the second volume §150, the students had more or less raised some questions, such as “Is this not the same as multiplication?” “Too much trouble, can we not use multiplication?” "... “This is an inevitable process. From the question we can see that the students are improving; because they already know how to apply the knowledge they have learned to solve practical problems, and they also know that the easy-to-use method is better than the troublesome method. Mathematics is difficult and valuable. Does it mean that it is equivalent to meeting the requirements of the students?