论文部分内容阅读
小学生思维活跃,容易接受新事物,但其抽象思维尚不发达,对数学知识往往浅尝辄止,掌握不牢固,容易出现错误。有时候,“错误”资源可遇而不可求,有的错误存在于学生的学习与思考中,有的错误来自于学生的理解偏差,需要教师抓住病根,对症施策。尤其值得注意的是,有些错误一而再,再而三地出现,需要教师深入挖掘并善加利用。比如,商场的一种电吹风做降价活动时的售价是390元,比平时便宜了180元,请问电吹风的价格降低了百分
Pupils are active in thinking and easy to accept new things. However, their abstract thinking is still underdeveloped, their knowledge of mathematics tends to be a problem, their grasp is not solid, and their mistakes are prone to occur. Sometimes, “wrong ” resources can be met but not required, some mistakes exist in students ’learning and thinking, some mistakes come from students’ understanding of deviation, need teachers to grasp the root cause, symptomatic policy. It is particularly noteworthy that some mistakes appear again and again, requiring teachers to dig deeper and make good use of. For example, a hair dryer at the mall to do price cuts when the price is 390 yuan, 180 yuan cheaper than usual, may I ask the price of hair dryer to reduce the percentage