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“方程”单元教学后,大多数学生能正确地找出题中数量间的相等关系列方程解答,但我们也发现如果没有要求,很多学生只喜欢用算术方法解题,觉得列方程的步骤繁琐,影响自己的解题速度。教学“方程”不仅为了解题,更重要的是渗透方程思想,促进学生形成方程的意识。在探索与实践“方程”单元的教学中,我进行了以下尝试。一、设计题组练习,初步感知方程片断1:(1)伦敦奥运会中国获得金牌38枚,中国的金牌总数
Most of the students can correctly find out the solution to the equations of equal relation between the numbers of questions, but we also find that if there is no requirement, many students only like to use mathematical methods to solve the problem. Tedious steps affect their speed of problem-solving. Teaching “equation ” Not only to understand the problem, more importantly, to infiltrate the idea of equation, to promote students to form a sense of equation. In the exploration and practice of the “equation” unit teaching, I made the following attempt. First, the design group exercises, preliminary perception equation piece 1: (1) London Olympic Games China won 38 gold medals, the total number of gold medals in China