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“工程问题”反映的数量关系是工作总量、工作时间、工作效率之间的关系。它与整、小数应用题中的“工作问题”比较.是不告诉具体的工作总量,而把它看作“1”。为什么把工作总量看作“1”?围绕这一问题,我设计一个“明理活动”,让全体学生积极参与,利用已有的知识和技能探索工程问题的特征,发现解题规律。一、展示知识生长点 (出示下题让学生解答,使学生提取认知结构中的数量关系) 加工120个零件,甲工人单独加工20小时完成,乙工人单独加工30小时完成。两人合作需要多
The quantitative relationship reflected in “engineering problems” is the relationship between the total amount of work, working hours and work efficiency. It compares with “job problems” in whole and decimal applications, and does not tell the total amount of work, but treats it as “1”. Why does the total amount of work be regarded as “1”? To solve this problem, I have designed a “sensible activity” so that all students can actively participate in it. I can use existing knowledge and skills to explore the characteristics of engineering problems and find out the law of solving problems. First, the display of knowledge growth point (to produce the next question for students to answer, so that students extract the relationship between the number of cognitive structure) processing 120 parts, A workers alone processing 20 hours to complete, B workers alone processing 30 hours to complete. More cooperation between the two needs