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由于,小学三年级学生的形象思维和抽象思维能力不强,在解答较难应用题时比较困难。笔者认为,教师可引导学生画出线段图形或具体图形来分析,帮助解答应用题,会起到较好效果。例1 一个养禽专业户养鸡980只,养的鸡比鸭的2倍多20只,养鸭多少只?这类应用题对三年级小学生来说,难以理解其数量关系。学生在读懂题意的基础上,首先找出谁是标准量(鸭的只数),谁是比较量(鸡的只数);其次,画出线段图形来分析。第一步画出标准量的一条单位长度线段表示鸭的只数。第二步画出比较量的线段表示鸡的只数。这
Because, the image of the third grade pupils thinking and abstract thinking ability is not strong, more difficult to answer difficult application questions. The author believes that teachers can guide students to draw lines or graphics to analyze specific graphics to help answer questions, will play a better effect. Example 1 A poultry professional farm chickens 980, raising chickens than Duck 2 times more than 20, how many ducks? This application questions for third graders, it is difficult to understand the relationship between quantity. Students read the questions on the basis of the first to find out who is the standard (duck only), who is the amount of comparison (chicken only); Second, draw the line graph to analyze. The first step to draw a standard amount of a unit length of the line that the number of ducks. The second step draw a comparison of the number of lines that chicken only. This