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算術四則应用問题(整數、分數),常常是一道題有好多种解法,由於思考的途徑不同,只要推理是正確的,就可能得出不同的解法;立出來的算式也就会各不相同,在我过去的教学中,由於輕率地否定学生的立式,曾經不止一次的得到过教訓,自讀过“有關算術四則应用問題的幾个問題”)一文以後,才使我从思想上明確起來,现在我把曾經碰到过的一些情况,以及我个人初步的一點体会介紹出来,希望數学老師們,予以指正和批評。 (1)有一次,在我講完課本中88節例題11後,佈置学生做下面的題: “某人用1元買8分、5分的邮票,共買17張;問兩种邮票各買多少张?”这个題依照例題的解法,应該是这样: (1×100-5×17)÷(8-5)==15÷3=5(張)……8分一張的。17-5=12(張)……5分一張的。或(8×17-1×100)÷(8-5)==36÷3=12(張)……5分一張的。17-12=6(張)……8分一張的。
Arithmetic application of four problems (integer, fractions), often a problem with a variety of solutions, due to different ways of thinking, as long as the reasoning is correct, you may get a different solution; the formula will come out will be different, In my past teaching, because I rashly denied the student’s standing style, I learned lessons more than once, and after reading “A few questions about the application of four arithmetic problems”, it made me ideologically clear. Now I have introduced some of the situations I have encountered and my personal preliminary experience. I hope math teachers will correct and criticize them. (1) Once, after I finished the 88th example in the textbook, I arranged the students to do the following: “Someone buys 8 stamps and 5 stamps for 1 dollar and buys 17 stamps; “How many?” According to the solution of the example, this question should be like this: (1 × 100-5 × 17) ÷ (8-5) = = 15 ÷ 3 = 5 (Zhang) ... 8 points. 17-5=12 (Zhang)...5 points for one. Or (8×17-1×100)÷(8-5)==36÷3=12(Zhang)...5 points for one. 17-12=6 (Zhang)...8 points one.