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总复习时,我们发现有些教师往往把数学课本当作练习册,还刻印了许多练习题给学生反复训练,加重了学生的负担。倘若教师能注意挖掘课本潜在因素,适当更换角度,改变条件或问题,重新研究过去的例题和习题,引导学生因题制宜地进行一题多变,一题多用,一题多解,充分发挥其效用,将能收到以少胜多,事半功倍之效。 例如,五年制数学第十册第56页例1就可作多种处理。如总复习时,或将它改成:“农业专业组计划在一块地里播种粮食作物和经济作物,播种公亩数的比是3:2,已知播种粮食作物1440公亩,两种作物一共播种了多少公亩?”
During the review, we found that some teachers often used math textbooks as workbooks, and they also printed many exercises to train students repeatedly, adding to the burden on students. If teachers can pay attention to tap the potential factors of textbooks, the appropriate replacement of perspective, change the conditions or problems, to re-study the past cases and exercises to guide students to make changes due to specific problems, a multi-purpose, a multi-solution, give full play Its effectiveness, will be able to receive less to win more, do more with less. For example, Example 1 on page 56 of the five-year math book can be used for a variety of purposes. If the general review is made, or change it: "The Agricultural Professional Group plans to sow grain crops and cash crops on a parcel of land, with a ratio of 3: 2 for sown acres, 1440 for known sowing of cereal crops, How many acres have we sown?