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1、偏“纲”。教学大纲是教学中指导性、纲领性、法规性、权威性的文件,大纲中的教学内容和教学要求,是课堂教学和命题考试的依据,任何任意拔高或降低要求的作法都是错误的。这里涉及到两个关键性的问题,一是对大纲的理解,二是对大纲的执行。 例如有这样一道题:“一块长方体水泥砖的长是3分米,宽是2分米,厚是2厘米。至少要( )块这样的方砖才能拼成一个正方形。” 这道题虽然安排在填空题中,但实际上是道应用题,因为题中有事理、情节和数量关系等应用题要素。按照命题者的意图,解答这道题的实质是求3和2的最小公倍数。大纲中没有这方面的要求,一般只作为思考题让学有
1, partial “outline”. The teaching syllabus is an instructional, programmatic, statutory and authoritative document in teaching. The teaching contents and teaching requirements in the syllabus are the basis for classroom teaching and proposition examination. Any attempt to arbitrarily raise or lower the requirement is wrong. Here are two key issues involved, one is the understanding of the outline, the second is the implementation of the outline. For example, there is such a question: “A rectangular parallelepiped cement brick is 3 meters long, 2 meters wide and 2 centimeters thick, at least () blocks of such tiles can be made into a square.” Although this question is arranged In fill in the blank question, but in fact is the Tao application questions, because the question has a matter, plot and quantity relations and other application questions elements. According to the proponents' intentions, the essence of answering this question is to find the least common multiple of 3 and 2. There is no such requirement in the outline