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解决问题是数学课程的重要目标之一,解决问题需要相应的策略做支撑。策略教学重在培养意识,意识是重在“意会”而难以“言传”的。在学生解决问题的过程中,画图是一种重要的策略,它能够帮助学生从纷繁的文本信息中提取出最本质的数学信息,明确数量关系,形成多样化的解决方案,获得问题结论。但在平时的教学中我们却经常发现,很多学生往往读题后马上就开始列式计算,而不会或不去借助画示意图、画线段图等来帮助分析数量关系,老师们也会为学生不
Solving the problem is one of the important goals of the mathematics curriculum. To solve the problem, we need corresponding strategies to support it. Strategy teaching focuses on cultivating consciousness, consciousness is focused on “meaning ” and difficult “words and expressions ”. In the process of students’ problem solving, drawing is an important strategy, which can help students extract the most essential mathematical information from numerous textual information, clarify the quantitative relationship, form a variety of solutions and get the conclusion of the problem. However, in normal teaching, we often find that many students tend to begin the column calculation immediately after reading a question, and do not or do not help to analyze the quantitative relationship by means of drawing intents and drawing line drawings. The teachers also provide students Do not