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在使用通用教材教学“求比一个数多(少)几的数”的应用题时,我总是根据课本的图示一次把线段图出示完,以进行应用题的讲解。这样做,老师讲得费劲,学生学得困难。 在教“九义”教材第四册第58页例8时,我重新设计了教学过程,把线段图改为分层出示,着重引导学生分析应用题中的数量关系,教学效果较好。 例8:红花有15朵,红花比黄花多7朵。黄花有多少朵? 1.先让学生找到题中有哪两个条件。
In the use of teaching materials, “a few more than a few (less) a few” application questions, I always based on the textbook diagram shows the line segment at the end, in order to explain the application questions. In doing so, the teacher spoke hard and the students learned hard. When teaching Example 8 of Volume 4 of “Nine Definitions”, I redesigned the teaching process and changed the line drawing to a layered presentation. The emphasis was placed on guiding students to analyze the quantitative relationship among the applied questions, and the teaching effect was better. Example 8: 15 red flowers, yellow flowers more than 7 flowers. How many yellow flowers? 1. let students find the title of which two conditions.