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在应用题教学中,运用知觉的基本规律,从不同的角度去理解题意,确定相应的解题思路,是开拓学生思路,活跃学生思维,发展学生智能,提高应用题教学质量的有效途径。现在就知觉规律与应用题的解题思路谈一点粗浅的认识。一、知觉的选择性与应用题的解题思路多步计算的复合应用题所叙述的事物比较复杂,学生不可能同时对各种事物进行感知,总是有选择地把里面的某一事物作为知觉的对象,由此入手,分析题里的数量关系,决定解题思路。选择的知觉对象不同,解题的思路也不同。例如:一个服装厂,原来做一种儿童服装每套用布2.2米。现在改进了裁剪方法,每套节省布0.2米。原来做600套这种服装所用的布,现在可以做多少套?(第九册应用题例2)该题叙述的事物分原
In the teaching of application problems, applying the basic law of perception, understanding the questions from different perspectives and determining the corresponding ideas for solving problems are effective ways to develop students' thinking, active students' thinking, developing students' intelligence and improving the teaching quality of applied questions. Now on the law of perception and problem-solving ideas to talk about a little superficial understanding. First, the perceived selectivity and problem-solving ideas Multi-step calculation of the composite problem described things more complicated, students can not simultaneously perceive all kinds of things, always have the choice of which one of the things as Perception of the object, thus starting to analyze the relationship between the number of questions, determine the problem solving ideas. The choice of perception of different objects, the problem-solving ideas are also different. For example: a garment factory, the original to do a children's clothing each cloth 2.2 meters. The cropping method is now improved, saving 0.2 meters each. The original 600 sets of cloth used in such clothing, how many sets can now be done? (Book 9 Application 2)