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一位五年级数学教师在复习课中,出了一道题让学生练习:“李方原计划18小时看270页书,实际每小时比原计划多看了20％,实际几小时能看完?”顿时,学生纷纷举手列式解答:270÷[270÷18×(1+20％)]=15(天)。教师连连点头并“及时”作出评价:“很好!我们都已会解答这道题了。”接着,叫学生做另外一些习题。这道练习,学生轻而易举,列式可谓千篇一律。 另一位同年级的老师在复习课中,要学生解答:
A grade five math teacher in the review class, a question for students to practice: “Li Fang originally planned 18 hours to see 270 pages of the book, the actual hourly read more than 20% of the original plan, the actual hours to read?” Suddenly , Students have to raise their hand solutions: 270 ÷ [270 ÷ 18 × (1 + 20%)] = 15 (days). The teacher nodded and “timely” commented: “Great! We have all answered this question.” Then, ask the students to do other exercises. This exercise, students easily, the formula can be described as stereotyped. Another teacher of the same grade in the review class, to the students answer: