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为了在传授知识的过程中,启迪学生智慧,培养他们探索未知世界,发现客观规律的创造能力,我们在教小学数学第六册94页练习“求组合图形的面积”时,作了一次尝试。为使学生不仅能运用长方形、正方形面积的知识进行综合运算,而且能掌握求组合图形面积的思维规律,我们决定把这个习题作为例题来教。先分别出示长方形和正方形教具各一个,让学生观察后说出它们各是什么图形,怎样求它们的面积。继而进行演示,将它们拼合成一个组合图形。揭示课题后,引导学生继续观察,问:能不能利用已学过的面积公式直接求出这个组合图形的面积?学生说不能。接着要求学生动脑筋想办法,把未知转化为已知,把复杂转化为简单。我们采取以下办法帮助学生实现这一转化。
In order to enlighten students' intelligence and train them in exploring the unknown world and discovering objective laws of creative ability in the process of imparting knowledge, we made an attempt when we were teaching “Seeking the area of a composite figure” on page 94 of the sixth grade of elementary school mathematics. In order to enable students not only to use the rectangular, square area of knowledge of integrated computing, but also to grasp the combination of graphics area thinking rules, we decided to use this exercise as an example to teach. First, respectively, to produce rectangular and square teaching aids, let the students say what they are after the observation of graphics, how to seek their area. Then proceed with the presentation and combine them into a single combined graphic. After revealing the subject, to guide students to continue to observe and ask: Can you use the area formula has been learned directly to find the area of the combination of graphics? Students can not say. Then ask the students to think of ways to change the unknown into known, complex into simple. We take the following measures to help students achieve this transformation.