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在前一个研究中,发現小学低年級儿童在解答算术加減法应用題时,常常根据題目中个别文字,如“多”或“少”来做加或减;对某种类型的題目稍加变化就不会解答。針对这些現象,我們曾采用加強可逆对比的教学实驗,以提高儿童思維的灵活性。关于加強可逆对比教学能否提高思維的灵活性,这不仅具有理論意义,而且还有实践意义,因为它涉及到算术教材教法的問題。在算术概念中有着成对相反的概念,对这些概念采取同时可逆
In the previous study, we found that children in the lower grades of primary schools often used additive or subtractive measures based on the individual words in the title, such as “more” or “less” in answering the arithmetic addition and subtraction questions. For certain types of questions, Change will not answer. In response to these phenomena, we have used teaching experiments that enhance reversible contrast to improve the flexibility of children’s thinking. It is not only of theoretical but also practical significance to strengthen the flexibility of reversible contrasting teaching because it involves the teaching of arithmetic teaching materials. There are pairs of opposite concepts in arithmetic concepts, and these concepts are simultaneously invertible