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数学来源于生活,但数学又不完全等同于生活。随着新课程改革的深入推进,我们都在更加理性地思考自己的数学课堂。关于情境的选取,究竟是要“虚拟”还是要“真实”?这个取舍,是我们教学过程中普遍感到纠结的事情,也是很多专家学者存在广泛争议的话题。笔者结合多年的教学实践和思考认为:情境的选择应根据具体的教学内容而定,可以是真实的,也可以是虚拟的。“一个水池,单打开进水管6小时可以注满水池,单打开出水管8小时可放完水池里的水。问,如果同时打开进、出水管,多长时间可以注满一个空水池?”
Mathematics comes from life, but mathematics is not exactly the same as life. With the deepening of the new curriculum reform, we all think more rationally about our math class. As for the selection of context, what is the question of whether “virtual” or “true”? This trade-off is generally tangled in our teaching process. It is also a topic that many experts and scholars have widely controversial issues. The author combines many years of teaching practice and thinking that: the choice of context should be based on the specific teaching content may be true, it can be virtual. “A pool, open the inlet pipe 6 hours can fill the pool, open the outlet pipe 8 hours to put the water in the pool. Q, if at the same time open into the outlet pipe, how long can fill a empty pool? ”