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最近《中小学数学》连续多期刊登有关分数教学研究的文章,重点分析了这些题目的错误成因和解决对策。比如2012年第6期江世春的《由一道毕业会考测试题引发的思考》一文中例题12×((1/12)+(1/20))×20。首先,本人对作者独到的见解,以及解决这类常见错误的策略表示由衷的敬佩。但我更想追问这道会考题的考察目的是什么?它有没有超出课本和课标的要求?他对学生以后的学习和发展有多大的价值?如果用这样的指挥棒来指导我们的教学,学生在每天一节课的时间里能掌握诸如此类的知识吗?
Recently, “Primary and Secondary Mathematics” published articles on the teaching of fractional teaching for several consecutive years, with emphasis on the analysis of the causes of these problems and countermeasures. For example, in 2012 No. 6 Jiang Shichun “by a graduation exam questions triggered thinking” article 12 × ((1/12) + (1/20)) × 20. First of all, I would like to express my sincere admiration for the author’s original ideas and strategies for resolving such common mistakes. However, I would like to ask more questions about the purpose of this examination. What is the purpose of the examination? Is it beyond the requirements of textbooks and course standards? How valuable is it for him to study and develop in the future? If we use such a conductor to guide our teaching, Do students have such knowledge in a day’s class?