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在小学六年级数学总复习的一次测试中,有一道这样的题:“甲、乙、丙同时给100盆花浇水,已知甲浇了78盆,乙浇了68盆,丙浇了58盆,那么三人都浇过的至少有多少盆?”我教的两个班86名学生中只有12名学生完全正确。这是一道较难的容斥问题,经过分析,我觉得导致学生解题困难的根本原因在于:对此类问题的生活经验和解题策略的缺失。是按传统的教学方法,把“容斥问题”的解题模式教给学生了事,还是让学生经历此类问题的形成过程,我在权衡。我觉得这是一道难得的好题,不应该只注重解题的策略,把它模式化,不应该只注重结果,而应注重学生的体验,让学生在体验的过程中形成数学思想,提高思维能力,提炼解题策略。因此在试卷讲评时,我一改以往只注重结果的方法,从引导学生体验入手,让学
In a primary school sixth grade mathematics review of a test, there is such a problem: “A, B, C at the same time to 100 pots of water, known to pour a pot of 78, B poured 68 pots, C poured 58 Pots, then at least three pots poured over how many pots? ”I teach two classes 86 students in only 12 students are completely correct. This is a more difficult issue of reprimand. After analysis, I think the root cause of the difficulty of solving problems for students lies in the following aspects: the experience of life on such issues and the lack of solution strategies. Is according to the traditional teaching methods, the “tolerant problems ” problem-solving model taught to students trouble, or let students experience the formation of such problems, I am weighing. I think this is a rare and good question. We should not only focus on the solution to the problem, but should not model the result. Instead, we should focus on the students’ experience and let the students form mathematical thinking and enhance their thinking in the process of experience Ability, refining problem solving strategy. Therefore, when commenting on the papers, I changed the previous method of focusing on results only, starting from guiding students to experience and letting students learn