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一、示意图即实际尺寸图。卷子正面的做题空白处区域较小,一部分学生在卷子背面按题目要求使用直尺画了2个实际大小也就是长6厘米,宽3厘米的小长方形剖析原因:受第一单元测量学习的影响,无论是测量还是画线段,都是以实际长度为标准,正是在画一条线要画实际长度的定向思维的影响下,学生选择了画实际大小的长方形。二、示意图比例失调。这一部分学生意识到做题区域较小无法画下实物图,想画一个缩小版的长方形,但未考虑比例问
First, the schematic diagram that is the actual size. Part of the front of the exam area is relatively small, some students use the ruler on the back of the test paper to draw the two actual sizes, that is, 6 cm long and 3 cm wide. Analysis of small rectangles Reason: The first unit to measure the learning The effect, whether measured or plotted, is based on the actual length, which is exactly where the student chose to draw a rectangle of actual size, under the influence of directional thinking of drawing a line to draw the actual length. Second, the proportion of imbalance diagram. This part of the students aware of the problem area smaller can not draw the physical map, want to draw a reduced version of the rectangle, but did not consider the proportion of asked