近期,笔者参加了“用假设的策略解决倍数关系问题”的研讨活动。这节课是苏教版《数学》(修订版)六年级上册第68~69页的内容。在研读教材时,笔者突然发现修订教材的例1中没有了插图(如下图)。是教材的编者在编写时忘记插图了吗?本次研讨活动是两位教师进行这节课的同课异构。显然,他们也都发现了新旧教材的不同之处。然而,他们对此的处理截然不同,由此引起了笔者的思考。 Recently, I participated in the “hypothetical strategy to solve the relationship between multiples of ” seminar. This lesson is the Supian version of “Mathematics” (Revised) Sixth Grade Volume 68 ~ 69 pages of content. While studying the textbook, I suddenly found that there was no illustration in Example 1 of the revised textbook (as shown below). Is the editor of the textbook forgetting the illustrations at the time of writing? This seminar was conducted by two teachers in this lesson. Obviously, they also found the difference between old and new teaching materials. However, they deal with this very different, which aroused the author’s thinking.