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通过算法多样化来培养学生的思维,是当今数学教学中提倡的一个理念。它需要教师打破传统教学的模式,不是把学生训练成为单纯解题的工具,而是要让学生在课堂中多一点时间和空间去思考。在实际教学中,在老师的引导下,学生会出现许多解题的方法。那么,是否方法越多越好呢?方法的多样化又会给学生带来什么问题呢?例如一年级“两位数加一位数进位加法”的计算教学课的一个片段:师:(出示:27+6=)做这道题你是怎
To foster students’ thinking through the diversification of algorithms is an idea advocated in today’s mathematics teaching. It requires teachers to break the traditional teaching model, not to train students to become a simple tool for solving problems, but to allow students to spend more time and space in the classroom to think. In the actual teaching, under the guidance of the teacher, there will be many ways to solve the problem. So, is the better way? The diversity of methods will give students what problems? For example, the first grade “two digits plus one digit carry addition” a piece of calculation teaching lesson: Teacher: (Show: 27 + 6 =) How do you do this?