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一、问题的提出 在小学数学教学中,经常要对一些相似易混的概念、计算和应用题等内容进行对比。但是,过去人们一般都习惯于“先分后合”,即先将有关内容分开单独教学,然后再把它们放到一起加以对比。比如,“求比一个数多几的数”和“求比一个数少几的数”两种应用题,就是分别安排在“万以内的加法”和“万以内的减法”两个单元逐一教学,然后再进行混合对比。根据个人教学体会以及我所了解的情况,按照这样的方式教学,较普遍地存在这样的问题。在单独教学时,教师好教,学生易套,而到混合对比时,则是教师费劲,学生头痛,尽管花了不少时间和精力,
First, the question put forward In the primary school mathematics teaching, often to be similar to some of the concepts of easy mixing, calculation and application of topics such as comparison. However, in the past, people were generally accustomed to “prioritize,” that is, to separate the content separately and then put them together for comparison. For example, the two kinds of application questions, ie, “how many numbers are compared and how many are counted?” Are arranged in two units of “addition within ten thousand” and “subtraction within ten thousand” , And then mixed comparison. According to personal teaching experience and what I understand, according to this way of teaching, the more common existence of such problems. When teaching alone, teachers are good at teaching and students are easy to learn. When it comes to mixed comparisons, teachers are struggling and their students have a headache. Despite spending a lot of time and energy,