算术四則应用題,对初中一年級学生說来,是比較难于接受的,敎师講解时也感到困难。往往是学生听懂了,課后却不能独立思考、完成作業。其原因就是这些問題沒有固定的解法,不知如何把一些分散的条件联系起来逐步推到要求的問題上去。过去有过很多这方面的經驗,特別是圖解法,在講解应用題中起着很大的作用。本文打算从另外几个方面来談。 1.使学生牢固的掌握最常見的数量关系大綱說:“应用題的內容应当由最常見的数 Four questions in mathematics are more difficult to accept for first-year junior high school students. It is also difficult for the teacher to explain. It is often understood by students that they cannot think and complete their homework after class. The reason for this is that there is no fixed solution to these problems. I do not know how to link some of the scattered conditions gradually to the required ones. In the past, there have been many experiences in this area, especially graphic methods, which play a large role in explaining application problems. This article intends to discuss from several other aspects. 1. To enable students to firmly grasp the most common quantitative relationship outline: "The contents of the application questions should be made up of the most common numbers.