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文字题教学在于能帮助学生理解基本的数量关系,是学生学习应用题的“桥梁”。统编教材把文字题穿插安排于各个有关的章节当中,意在降低应用题教学的坡度,提高学生分析解答应用题的能力。怎样解决好这个“桥梁”问题?我在教学中注意发挥文字题的桥梁作用,抓住应用题到文字题,文字题到式题的两个转化,对学生进行了如下两项训练: (一)文字题和式题的转化训练从二年级开始,课本中文字题的类型较多,但大多数与四则运算的概念有密切联系,因此四则运算的意义是连接文字题和式子题的纽带。这种训练在学生学习了运算的意义后进行。 (1)把文字题译成式子题一种是根据文字叙述直接写出算式,简称直译。例如: ①18除以6,等于多少? ②被除数是18,除数是6,商是多少? ③除数是6,被除数是18,商是多少?
Text problem teaching is to help students understand the basic relationship between the number of students to learn the application of “bridge.” The textbook is arranged in various related chapters and is intended to reduce the slope of the teaching of applied questions and improve the ability of students to analyze and answer application questions. How to solve this “bridge” problem? In teaching, I pay attention to the role of text as a bridge to grasp the application of the title to the problem, the text question-type two transformation, the students conducted the following two training: (a Since the second grade, there are many types of Chinese textbooks, but most of them are closely related to the concepts of the four arithmetic operations. Therefore, the meaning of the four arithmetic operations is a link between the word problems and the subtopics . This training is done after the student learns the meaning of the operation. (1) The text problem translated into sub-questions One is based on the text description directly write the formula, referred to as literal translation. For example: ① 18 divided by 6, equal to how many? ② dividend is 18, the divisor is 6, the business is how much? ③ divisor is 6, the dividend is 18, business is how much?