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1.教师解题能力偏弱。教师对于常用的解题策略不能够深刻领会,更谈不上加以应用。如“甲、乙、丙三厂用等量的资金购买钢材,买好后丙厂的需要量减少,于是就调拨一些钢材给甲、乙两厂,结果甲厂比丙厂多18吨,丙厂比乙厂少12吨,甲、乙两厂一共要付32000元给丙厂。那么甲、乙两厂各付给丙厂多少元?”教师无法应用画图的策略去分析题中的数量关系,充其量也就是“教教材”。2.教师学科知识存在理解错误。有骨干教师在教学时将“小数的组成部分”说成是三个部分,
1. Teachers weak ability to solve problems. Teachers can not comprehend the commonly used problem solving strategies, let alone apply them. For example, A, B and C plants purchased steel with the same amount of capital and reduced their requirements after they bought it. As a result, they allocated some steel to A and B plants. As a result, they produced 18 tons more than B Plant 12 tons less than the B plant, A and B plants have to pay a total of 32,000 yuan to the plant A. So A, B plant pay to plant how many dollars? “” Teachers can not use the drawing strategy to analyze the number of questions Relationship, at best, is “teaching materials ”. 2. The teacher’s knowledge of the existence of misunderstandings. There are key teachers in the teaching of “part of the decimal ” said as three parts,