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读了《中小学数学》(初中版)2010年第5期张建明的《“一定要用方程解吗”的教学思路》一文后,深有感触.第一次教授苏科版教材七年级上册《4.3用方程解决问题》(第一课时)时,就有不止一位学生向我提出“一定要用方程解吗”的疑问,当时我的解释十分牵强:本章研究的是用方程解决问题,当然要用方程,再说算术法是小学的方法,到了初中当然应该用方程.两个“当然”好像已经回答了这个问题,但说实话这种回答连我自己都不满意.课后我认真阅读了教材和教师用书中的说明部分,看到这样一段描述:“冰淇淋配料的比例问题是小学数学中的典型问题,用此题引出用方程解决问题的方法,起一个过渡作用.”如何使这个过渡自然流畅,使教学环节更为紧凑呢?在后来的教学
Read the “primary and middle school mathematics” (2010) 5 Zhang Jianming’s “” must use the equation to solve it “teaching ideas ” after a deep feeling.First teachingSuike Edition textbook seventh grade In the last book, “4.3 Solving Problems with Equations” (the first lesson), more than one student asked me “Do you have to solve the problem with equations?” My explanation was very far-fetched: Solve the problem, of course, to use equations, say arithmetic method is a primary school, of course, should be used to junior high school equations. “Two” “of course” seems to have answered this question, but to be honest this answer even I am not satisfied. After class I carefully read the textbook and teacher’s book in the description of the section to see such a description: “The proportion of ice cream ingredients is a typical problem in primary school mathematics, with the problem leads to solving the problem with the equation method to play a transition Role. ”How to make this transition natural and fluent, so that teaching more compact it? In later teaching