“交流发现、互解疑惑”环节还没开始,一向快言快语的刘璇同学便迫不及待地提出了她的疑惑:“老师,相邻分数单位之间的进率是多少?”对于这个我从没考虑过而且看起来很重要的问题,我感到既惊喜又有点儿紧张。于是,我把“球”踢给了同学们:“刘璇同学提出的问题很有价值,现在请同学们举出一些不同的分数,小组交流一下,看相邻两个分数单位之间到底有没有进率,如果有的话是多少?”于是,在教室前后各小组的黑板展示栏中,便出现了几组分数,针对这一组组分数,学生们展开了激烈争论,三组 “Exchange discovery, mutual understanding puzzled ” link has not yet begun, has always been fast and whispered Liu Xuan students can not wait to put forward her doubts: “teacher, the ratio between the adjacent fractional unit is how much? I was both surprised and a little nervous about this issue that I had never considered before and seemed important. So, I kicked the students: ”Liu Xuan students raised the issue of great value, and now ask students to give some different scores, the group exchange to see between the two adjacent units In the end there is no rate, if any, what is the number? "Thus, in the classroom before and after the group’s blackboard display column, there are several groups of scores, for this group of scores, the students launched a heated debate, three group