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应用题教学的关键是帮助学生理清数量关系,而审题则是分析数量关系的前提。但不少教师的审题教学,不管是简单应用题,还是复合应用题,多是让学生读题、摘录已知条件和提出问题,明显地忽视了让学生“复述题意”这一重要步骤。 复述题意,即是在学生读题之后,让学生把题目的情节、数量关系和问题用自己的话说出来。这样做是很有必要的。因为学生之间有语文水平、理解能力诸多差异,仅读一两遍题就试图分析解答应用题,恐怕多数学生,特别是基础较差学生的思维还跟不上,解答的正确率也是可想而知的。让学生复述题意不仅能及时检验学生是否真正理解了题目,也是给基础较好的学生进一步理解应用题的机会,更是对基础较差的学生一次切实的帮助。久而久之,便可以培养学生认真审题的良
The key to applying problem teaching is to help students sort out the relationship between quantity, while examining questions is the premise of analyzing quantity relationship. However, many teachers' problem-based teaching, whether it is a simple application or a composite application, is to let the students read the questions, excerpts the known conditions and ask questions, obviously ignoring the important step for the students to “repeat the questions”. Paraphrasing, that is, after the students read the questions, let students say the plot, the number of relations and problems in their own words. This is necessary. Because students have language proficiency, understanding of many differences, only read one or two times to try to analyze and answer questions, I am afraid most students, especially students with poor foundation can not keep up the thinking, the correct answer rate is also conceivable And know. It is not only the students' repetition of the questions to test whether the students really understand the topic, but also to better students to understand the application of the opportunity, but also on the basis of a poor student a real help. With the passage of time, we can cultivate students to study carefully