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过去教循环小数时,一般是先讲例题,再归结出定义,并指导学生阅读课文。这是根据从具体到抽象的原则组织教学的,无疑是正确的,一般说来也是可行的。但我们发现,按上述过程讲完这节课后,学生对循环小数的概念理解得并不深刻。究其原因,在于这种教法对理论部分未加突出论述,而只是通过实例引出概念,学生往往对定义的理解难以形成完整的印象,从而造成了认识上的差距。具体地说,在讲授例1:1÷3=0.333…和例2:70.7÷33=2.14242…的过程中,学生印象深刻的只是,这两个除法的商中
In the past to teach the decimal fraction, the general is to talk about examples, and then come down to the definition, and guide students to read the text. It is undoubtedly true that teaching is organized according to the principle of concreteness to abstraction, which is generally feasible. However, we found that after the completion of this course according to the above process, students did not understand the concept of circular decimals profoundly. The reason is that this method of teaching did not highlight the theoretical part, but only through the examples of the concept, the students often understand the definition is difficult to form a complete impression, resulting in a cognitive gap. Specifically, in teaching Example 1: 1 ÷ 3 = 0.333 ... and Example 2: 70.7 ÷ 33 = 2.14242 ..., students are impressed with only the quotient of the two divides