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以往,很多老师在执教“数字编码”一课时,多是从研究身份证开始。呈现给学生的,仅停留在对身份证编码中每个数字所代表含义的解读,对其所蕴含的数学思想缺乏深层次的挖掘。造成学生对数字编码思想感悟不深,不能根据实际问题进行正确的编码。最近,有幸聆听了特级教师朱国荣执教的“数字编码”一课,本节课打破了从研究身份证号码开始的常规教学,而是以编学号为主线,由易到难,层层递进,引领学生通过尝试、猜测、辨
In the past, many teachers coached “digital coding ” a class, mostly from the study ID card. Presented to students, only stay in the interpretation of the meaning of each number in the ID card coding, the lack of deep-seated mathematical ideas it contains. As a result, students are not deeply impressed by the idea of digital coding and can not correctly encode based on actual problems. Recently, I was fortunate enough to listen to the lesson “Digital Coding” taught by supervisor Zhu Guorong. This lesson broke the routine teaching starting with the study of ID numbers. Instead, Progressive, leading students to try, guess, distinguish