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在数学教学中,我发现大多数学生会解基本应用题,但对变形的应用题往往感到无从下手。原因之一是一些教师在平常教学中就题论题,忽视了变式训练。现就应用题教学中的变式训练谈几点体会。 一、变换关键词语 如:某糖厂原来日产80吨白糖,改进技术设备后,白糖日产量增加了20吨,日产量增加百分之几?教师可以根据题意,把“增加了20吨”变换成“增加到100吨”。设计此类应用题有利于培养学生认真审题的习惯。 二、变换叙述方式 如“某班女生人数相当于男生的2/3”变换表达方式,可以有:(1)男生人数是女生的1 1/2 倍;
In mathematics teaching, I found that most students would understand basic application questions, but they often find it hard to start with the application of the distortion. One of the reasons is that some teachers in the usual teaching questions, ignoring the variant training. Now on the application of teaching variant teaching on how to talk about a few experiences. First, the transformation of key words such as: a sugar factory Nissan 80 tons of sugar, improve technical equipment, sugar daily output increased by 20 tons, the daily output increased by a few percent? Teachers can according to the title, the “added 20 tons” Transform into “increase to 100 tons.” Designing such application questions helps to develop the habit of carefully examining students. Second, the transformation described as “a class of girls equivalent to the number of boys 2/3” transform the expression, you can have: (1) the number of boys is 1/2 times the girls;