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在教学“能被2、5整除的数”时,许多同志采用了依次写数、观察、发现规律的教法,效果很好。但是在教学“能被3整除的数”时,往往自觉地采用讲授的教法。这是为什么呢?原因有二:①由于思维定势的影响,学生仍然想从个位上发现特征,违背了事物本身固有的规律。②教师不善于给学生提供便于发现的材料,并引导学生另辟蹊径。我在教学这一教材时,认真研究了上述情况,针对性地采取了措施,学生终于自己发现了能被3整除的数的特征。我的教
When teaching “divisible by 2, 5”, many comrades worked well to write the laws of reading, observing and discovering laws in sequence. However, in teaching “can be divisible by 3,” often consciously adopt the teaching of teaching. This is why? There are two reasons: ① due to the influence of thinking, students still want to find the characteristics of a position, contrary to the inherent law of things itself. ② teachers are not good at providing students with easy to find materials and guide students to find another way. When I was teaching this material, I carefully studied the above situation, and took some targeted measures. Students finally discovered the characteristics of the number that can be divided by 3. My teaching