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小学低年级学生受到心理特征、思维能力等因素的影响,对应用题里表示数量关系的关健句子的意思不能正确地理解,往往在解答应用题时出现“套做”、“猜做”等现象。因此,在教学应用题的过程中应注意培养学生有步骤地分析和解答应用题的良好习惯。第一,直观图具演示教学。直观教具可以化抽象为具休,为学生提供和积累丰富的感性经验,直观鲜明地揭示应用题的数量关系的本质特征。在低段应用题教学时应先实物演示,或指导学生画线段图,引导学生思维的正迁移,克服学生在理解数量关系时负迁移的干扰,收到“事半功倍”的教学效果。
Affected by psychological characteristics, thinking ability and other factors, the lower primary school students can not correctly interpret the meaning of the key sentences that represent the quantitative relationship in the application question, and often appear “” Do “and other phenomena. Therefore, in the process of teaching the application of the question should pay attention to cultivating students to analyze and answer the good habits of application questions step by step. First, visual illustration with teaching. Intuitive teaching aids can be abstracted as a break, provide students with rich and sentimental experience, intuitively and vividly reveal the nature of the quantitative relationship between the application features. In the low-level teaching of practical teaching should be physical demonstration, or guide students to draw line drawings, guide students to positive migration, to overcome the negative relationship between students in understanding the negative transfer of interference, received ”more with less" teaching effect.