论文部分内容阅读
一节《分数大小比较》的数学课上,老师鼓励学生自主探索分数大小的比较方法。学生甲想到的是最基本、最常用的通分法,学生乙想到的是分数化小数的方法,学生丙想到的是把分子分母看成份数比较大小的方法,这种想法与众不同,老师表扬了他。学生丁向大家介绍他的交叉相乘法,原本想得到大家的赞许,可不曾想,大家都听不懂,眼神透着些失望的丁转向老师,想求助老师,老师为了提高课堂效率,不愿意花更多时间去研究这种方法的对与
In a math class called “Comparison of Scores,” teachers encourage students to explore the comparative method of their own scores. Student A think of the most basic and most commonly used pass method, student B is the method of fractionalized decimal, Student B think of the numerator and denominator to see the composition of the number of relatively small size, this idea is different, the teacher Praised him. Student Ding introduced his cross-multiplication method, originally wanted everyone’s approval, never thought, we do not understand, looked through the disappointed Ding turned to the teacher, want to help teachers, teachers in order to improve the efficiency of the classroom, do not want to Spend more time researching this approach