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《中小学数学》(小学版)2008年第7~8期阮小华老师的《我教学生这样解题》一文中介绍了用“归一法”解分数应用题。笔者也一直从事小学高段数学的教学工作,也很想对这一话题淡点自己的看法,与同行们交流。分数应用题的“数”与“量”都比较抽象,它们之间的严密性,逻辑性和灵活性都比较强,是小学数学教学中的一大难点。阮老师介绍了用“归一法”解分数应用题,学生既不要考虑乘除混淆,也不用担心去找对应量的分率,只要把题目中的分率转化成份数,再用对应量除以对应份数,求出一份量,然后根据问题(求什么量),就用一份量乘以它的份数即可。这确实是一个很不错的解题方法,但有一定的局限性,作为分数应用题解法的补充比较合适。
“Primary and secondary mathematics” (primary school) in 2008 seventh ~ eighth Ruan Xiaohua teacher “I teach students to solve this problem,” a paper describes the use of “normalization ” solution scores application questions. I have also been engaged in teaching high school math section, but also would like to light on their own views on this topic, and colleagues to communicate. The fractional application of “number ” and “quantity ” are more abstract, the tightness, logicality and flexibility between them are relatively strong, is a major difficulty in primary school mathematics teaching. Nguyen teacher introduced the use of “normalization method ” solution scores application problem, students should not consider multiplication and division of confusion, do not have to worry about to find the corresponding amount of fraction, as long as the title of the fraction into the number of copies, and then the corresponding amount Divide by the corresponding number of copies, find a quantity, and then according to the question (what quantity), multiply it by a quantity. This is indeed a very good solution to problems, but there are some limitations, as a fraction of the solution to the problem of supplement more appropriate.