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初一学生,有时常常这样反映:算术应用問題难,遇到一道题,找不到解題的途径,无从下手;有的对某些应用問題,虽然会解,但不会讲解道理,因此缺乏判断解法是否合理的能力;有的不会分析已知条件和未知条件之間的数量关系,乱套公式,以致造成錯誤。我觉得产生这种情况的主要原因是学生缺乏独立思考的能力,这反映了在我过去的教学中,过多地注意了如何教懂学生,而疏忽了如何教会学生。另一方面也反映了学生对一些基本知識掌握得不透彻。事实上,任何一个較复杂的应用題,經过分析可以看出它是若干簡单問題的綜合,只要让学生学会分析,掌握規律,那末他們就会举一反三地去解决他們所遇到的一些問題。当我认識到这些后,在教学中作了改进,学生的解題能力有了一些提高。下面簡单地談談我讲解一个应用問題的过程: 甲用每小时4.25公里的
First grade students often reflect this way: Arithmetic application problems are difficult. When they encounter a problem, they cannot find a solution to the problem. They have no way to start. Some application problems, although they may be solved, do not explain the reasoning. Therefore, they lack judgment. The ability of the solution to be reasonable; some will not analyze the quantitative relationship between the known conditions and the unknown conditions, indiscriminately set the formula, resulting in errors. I think the main reason for this is that students lack the ability to think independently. This reflects that in my past teaching, I paid too much attention to how to teach students and I neglected how to teach students. On the other hand, it also reflects that students cannot master some basic knowledge. In fact, any of the more complex application problems can be seen through the analysis that it is a combination of several simple questions. If students learn to analyze and master the laws, they will infer solutions to some of the problems they encounter. . When I realized this, I made improvements in my teaching and my students’ problem-solving abilities improved. Here’s a brief talk about the process of explaining an application problem: 1.4.2 kilometers per hour