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在《“得”与“失”——对一类中考数学试题的探究(一)》(《新课程导学》2016年第17期69页)一文中,笔者认为,学生学习的“得”与“失”与教师教学的“得”与“失”成一一对应关系。严重的“得”“失”不对等,引发了必然的“问”与“思”。一、大胆设问这两年都有近2万名学生放弃了中考,如果我们假设这些学生都参加了考试,是否可以假设他们这道题都考了
In the “” and “lost ” - on a type of senior high school entrance examination mathematics test (a) “(” New Curriculum Guide “2016 the seventeenth period 69) in a paper, I believe that students learn The relationship between ”“ and ”lost “ and teacher ’s ”got “ and ”lost “ of teaching. Serious ” “ ”loss “ is not equal, triggering the inevitable ”ask “ and ”think ". First, boldly ask that in the past two years, nearly 20,000 students have given up their senior high school entrance examinations. If we assume that all of these students took the exams, can we assume that they have taken the exam?