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一、教学案例“形成解决问题的一些基本策略,体验解决问题策略的多样性,发展实践能力和创新精神”是《数学课程标准(实验稿)》确定的课程目标之一。在学习了小数加减法后,五年级书上有这样一道练习题:在计算一道小数减法时,小明将被减数十分位上的8错看成了6,百分位上的3错看成了5,这样正确的差和错误的差相差多少?看到这道题,我的第一反应是这道题的解题关键是要学生根据被减数和减数的变化引起差的变化规律,来解决问题,于是我首先引导学生有目的地复习了整数中
First, the teaching case “to form some basic strategies to solve the problem, to experience the diversity of strategies to solve problems, develop practical ability and innovative spirit” is “mathematical curriculum standard (experimental draft)” to determine one of the curriculum objectives. After learning the decimal addition and subtraction method, the fifth grade book has an exercise on this book: In calculating a decimal subtraction, Xiao Ming will be 8 decimal places on the decile as 6, 3 percentile on the percentile See 5, so the difference between the correct and the wrong difference? See this question, my first reaction is that the key to solving the problem is to ask students to subject to changes in the number of subtractions and subtractions caused by poor Change the law to solve the problem, so I first guide students to purposely review the integer