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看到贵刊1989年12期上李月果老师的对《数的组成教学一得》的一点补正,我感到李老师很细致,说得也对,5能有15种分法。但我认为说14种分法较妥当,因一个5不是分。后我又想,如果把14种分法概括为6种分法更好,因实际上可以说就是6种分法。让小朋友知道6种中每一种都可互换位置,这样更便于小朋友掌握,而且使小朋友学得活,能举一反三。
I saw in your magazine in December 1989 Li Yueguo teacher on the “composition of a lesson learned,” a little correction, I think Li is very meticulous, right, 5 can have 15 points. But I think that 14 kinds of points method is more appropriate, because a 5 is not divided. After that, I also thought that it would be better to summarize 14 kinds of sub-methods into 6 kinds of sub-methods because in fact they can be said to be 6 kinds of sub-methods. Let the children know that each of the six species are interchangeable positions, so that children more easily grasp, but also to make children learn to live, can give top priority.