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【案例呈现】片段一:一位老师在“两位数减一位数退位减法”的教学中出示了“35-9”这道题,有一位同学给出了这样一个答案:35-9=34。很显然,这个答案是错误的。于是老师问学生:“这个结果对吗?”学生哈哈大笑,齐声答道:“错!”老师马上将这个答案从黑板上擦掉,这个孩子灰溜溜地坐下了。然后,老师就叫其他学生作答。片段二:同样对于出现35-9=34这样的结果,另外一个老师却是这样处理的:师:“×××,请你说说你是怎样想的,好吗?”生:“因为个位5-9不够减,所以用9-5=4,再与十位上的4合起来就是44。”同学们听了又一次哄堂大笑:9是减数,怎么能用9-5
[Case] Fragment one: A teacher in the “double-digit minus one digit abatement subtraction ” teaching shows “35-9 ” This question, a classmate has given such an answer: 35-9 = 34. Obviously, this answer is wrong. So the teacher asked the students: “The students laughed aloud: ” wrong! “The teacher immediately erased the answer from the blackboard, the child sat down dingy. Then, the teacher asked other students to answer. Fragment 2: The same for the 35-9 = 34 such results appear, another teacher is such a deal: Teacher: ”× × ×, please talk about how you think about it, okay?“ Health: ”Because a place 5-9 is not reduced enough, so with 9-5 = 4, then with the top ten on the 4 is 44. " The students heard another laughter: 9 is the number of subtractions, how can we use 9-5