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在数学教学中,许多教师关注的是学生解题答案是否正确,很少有教师关注学生的解答过程,不去考虑学生是如何解答的,也没有引导学生对解题过程进行梳理。这样的教学时间长了,对于复杂点的数学题目学生就不知道如何来分析梳理题目中的数量关系,这种只重视结果不注重过程的教学方法不利于学生解题能力的提升。因此,要想提高学生的解题能力,就要让学生掌握一定的梳理策略。下面,我就结合自己的教学实践,谈一谈学生在数学学习过程中,应掌握哪些梳理策略,以提升他们的解题能力。一、抓关键,会梳理教学案例一:教学人教版小学数学六年级上册第93页的例题:学校图书室原有图书1400册,今年图书增加了12%,现在图书室里有多少册图书?因为学生在前面已经学习过了分数应用题,所以这样的例题完全可以让学生在自主探索中完成。因此,教师出示完题目后,对学生提出小组合作自学要求:先划出题目中的关
In mathematics teaching, many teachers pay attention to whether students answer the correct answers. Few teachers pay attention to students’ answers and do not consider how students answer them. They also do not guide students to sort out the problem solving process. Such teaching has taken a long time. For students who do not know how to analyze the quantitative relationship among the topics of mathematics in complex points, this teaching method that emphasizes the result without focusing on the process is not conducive to improving students’ ability to solve problems. Therefore, in order to improve the ability of students to solve problems, we must let students have a certain sort of combing strategy. Next, I will combine my own teaching practice to talk about what sort of combing strategies students should have in learning mathematics so as to enhance their ability to solve problems. First, grasping the key, will sort out the teaching case one: Teaching PEP Primary Sixth Grade Volume on page 93 of the example: the original 1400 books in the school library, this year’s books increased by 12%, now how many books in the library books Because students have already studied Fraction Application Questions in front of them, such examples are fully accessible to students for their own exploration. Therefore, teachers produce the title after the completion of the task, the students proposed group cooperation self-study requirements: the first issue of the title