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实习期间,我有意识地运用“一题多变”的教学形式,引导学生进行《异分母分数加减法》练习。课本上的例题是这样的:加工一批稻谷,第一台碾米机每小时加工这批稻谷的1/6,第二台每小时加工这批稻谷的1/8,两台碾米机每小时一共可以加工这批稻谷的几分之几? 在引导学生理解题意,弄清数量关系的已知条件后,学生不难列出式子:1/8+1/6。为了提高学生的解题能力,我把问题改成第一台碾米机每小时加工的稻谷比第二台每小时加工的稻谷多多少?这样一问,课堂气氛立即活跃起来,同学们一下子列出了几个式子:1/6-1/8;X+1/8=1/6;1/6-X=1/8。这个问题,使学生复习了异分母数加减法和异分母分数的方程解法。
During my internship, I consciously applied the teaching mode of “changing questions” to guide students to practice “different-denominator fraction addition and subtraction”. The textbook example is like this: Processing a batch of rice, the first rice milling machine processes one-sixth of the paddy every hour, the second one-hour processing one-eighth of the rice, two rice milling machines How many hours can this rice be processed in total? Students can easily formulate the formula 1/8 + 1/6 after they have guided the students to understand the problems and know the relationship between the quantities. In order to improve the ability of students to solve problems, I put the question into the first rice mills per hour processing more than the second hourly rice processing? In such a question, the classroom atmosphere immediately active, students all of a sudden Several formulas are listed: 1 / 6-1 / 8; X + 1/8 = 1/6; 1/6-X = 1/8. This question allows students to review the equation solutions of different-denominator additions and subtractions and different-denominator fractions.