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对于通分能力强的学生,直接找到最小公倍数作公分母,当然是好事;而对于通分能力相对较弱的学生,若能够找到两个分母的某个公倍数作公分母解决这个问题,说明他也已经掌握算法了,我们的教学目的也达到了。此时,我们不强求,又何妨呢?关于此内容的教学,教师更应在过程探究与本质理解方面多下功夫,在引导学生理解算理与发展思维方面多做努力。所谓通分,即“把异分母分数分别化成和原来分数相等的同分母分数”。从通分的定义来看,是不是以
It is of course a good thing to find the least common multiple directly for students with strong ability of division. For those students with relatively weak ability of division, if we can find a common multiple of two denominators as the common denominator, Already have mastered the algorithm, and our teaching purpose has also been achieved. At this point, we do not insist, why not? Regarding the teaching of this content, teachers should make more efforts in process exploration and essential understanding, and make more efforts in guiding students to understand arithmetic and develop thinking. The so-called pass points, that is, “the different denominator scores into the same score and the same denominator fraction ”. From the point of view of the definition, is not