论文部分内容阅读
参加复习研讨,听了两节简便计算的总复习教学。在复习中,两位教师都不约而同地设计了这样一道题目:32÷25。我看到身边有学生很快写出答案:(32/(25))。当老师提问:这道题怎么计算简便?却很少有人回应。在教师用商不变规律进行简算后,听到身边的学生说了这么一句:还是我直接写结果最简便!是啊!学生已经习惯于直接用分数表示结果了,为何要无病呻吟地用商不变性质?无非只是更加强化了25×4这样的组合,为了运用运算性质罢了。而
Participate in the review seminar, listened to two simple calculations of the total review teaching. During the review, both teachers co-ordinated to design such a topic: 32 ÷ 25. I saw some students around quickly write the answer: (32 / (25)). When the teacher asks: How is the problem easy to calculate? Few people respond. In the teacher business invariable rules for simple calculations, I heard the students around saying something like this: Or is my direct write the results of the most simple! Yes! Students have been accustomed to directly using the score to indicate the results, why not use the moan moan Invariant nature? Nothing more than just strengthen the 25 × 4 such a combination, in order to use the nature of operations Bale. and