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实践证明,学生一旦掌握了半具体半抽象的线段图,遇到数量关系隐蔽,条件与问题没有明显联系的应用题,就能借助线段图找到解题途径。那么,怎样让学生学会使用线段图呢? 一、通过实例,激发学生应用线段图解题的兴趣。 比如这么一道题:“爱妹和杏妹的串珠相等。后来爱妹从自己的串珠中取出3颗给杏妹,这时杏妹的串珠比爱妹的多几颗?”有些学生会不假思索地回答:“杏妹比爱妹多3颗。”
Practice has proved that once students have mastered the semi-specific semi-abstract line drawings, the relationship between the number of hidden covert conditions and the problem is not clearly linked to the application of questions, you can use the line diagram to find ways to solve problems. So, how to make students learn to use the line segment it? First, through examples, to stimulate students to use the line diagram of the topic of interest. For example, such a question: “Love sister and apricot sister beaded equal. Later, love sister from his beaded three out to apricot, then apricot sister beaded than a few more?” Some students will answer without hesitation : “Apricot sister than love more than three.”