二年级下册数学疑难问题解答.docx
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二年级下册数学疑难问题解答.docx
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二年级下册数学疑难问题解答
二年级下册数学疑难问题解答
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Troubleshootingthesecondgrademathbook
Elementaryschoolmathematicsdepartmentofpeople'sEducationPublishingHouseXiongXiong'sproblemsintheteachingof"solvingproblems".I.Problemsintheteachingof"solvingproblems".1.,howtograspthegoalof"solvingproblems"?
Nopreviousexperimentalteachingmaterialintheteachingof"application"arrangement,andarrangeanumberof"problemsolving"unit,alotofteachersonhowtograsptherequirementsofthispartoftheteaching,anditandtheprevious"application"teachingwhatisthedifferencebetweensuchdoubts,soherethefirstexplain.Inessence,thegoalof"problemsolving"teachingisthesameasthatof"appliedproblem",whichistoletstudentslearntoapplythemathematicalknowledgetheyhavelearnedandsolvesimplepracticalproblems.However,thereisabigdifferencebetweenthe"problemsolving"teachinginthelayoutandtheoriginal"applicationproblem".Beforetheproblemisindependentofotherknowledgealonearrangement,nottightlycombinedwithotherknowledgeandteachersthroughlong-termpracticeintheapplicationof"problem"teachinghasaccumulatedrichexperience,theapplicationofproblemsolvingmethodformedfixedformat,whichisforstudentstomastertheproblem-solvingskillsveryhelpful.Butwhenthestudentsmastertheproblem-solvingmode,willnotgotothequantitativeanalysisoftherelationship,whichbecomesamechanicaltrainingtosolveproblems,willlosetheapplicationof"problem"teachingtocultivatethestudents'thinkingability,applicationconsciousness,role.Theexperimentalteaching,"problemsolving"isorganizedintootherknowledge,masterthemathematicalknowledgeofstudents,forstudentstocreatespecificsituationofreality,letthestudentsusetheknowledgetosolvesomepracticalproblemsofthecorresponding.Forexample,thefirstunitandthefourthunit,isacombinationofcomputationalknowledgeteachingtoapplytheseknowledgetosolvepracticalproblemsandthecorresponding;iftheunitinspaceandgraphics,teachingbyusingtheseknowledgetosolvepracticalproblemsofcorrespondingandsoon.Inthisway,theproblemsolvingteachingcanbeorganicallycombinedwiththeteachingofmathematicsknowledgeineachpart.Atthesametime,thequestionscanbeputforwardfromtherealisticsituation,andthestudentscanrealizetheapplicationofmathematicsinthereallife.Theteachinggoalof"solvingproblems"istotrainstudents'abilitytoaskquestions,analyzeproblemsandsolveproblems,andtounderstandtheroleofmathematicalknowledgeinsolvingpracticalproblems.Here,letstudentslearntoanalyzequantitativerelationship,andmakesurethesolutionisunchangeable.2.,howtoguidestudentstolearnhowtosolveproblemsandideas,someteachersputforwardinteachingtwostepstosolvetheproblem,manystudentsoftenonlysolveastepontheend.
One
Tosolvethisproblem,firstofalltoletthestudentslearntoread,cleard..Becausetoday'spracticalproblemsaremostlyillustratedbydiagrams,studentsshouldbeabletofindusefulinformationfromthemandbepreparedtosolvethem.Next,guidestudentstolearntoanalyzequantitativerelationships.Becausethisunitsolvestheactualproblemofthetwosteps,theteachercanmovefromonesteptothetwostepatthetimeofintroduction.Forexample,whenteaching1,
Theteachercanbeginwiththepracticalproblemofstepbystep,andcreatesuchasituation:
thereare22peopleinthepuppetshow,andnowtheyare6.Askthestudentstoasktheirquestionsaccordingtotheinformation:
howmanypeoplearetherenow?
Andthensolveityourself.Next,theteachershowedanother13peopletothetheatre,andaskedthestudentstoaskquestions:
howmanypeoplearetherenow?
Studentshavetheforeshadowingofthefront,andknowthatitisOKtoaddnewpeoplewiththerestofthepeople,thatis,16+13=29.Onthisbasis,theteacherremovedthetransitionprobleminthemiddleandaskedthestudentstosolveitdirectly:
therewere22peopleinthepuppetshow,now6peopleand13peoplecametothetheatre.Howmanypeoplearegoingtothetheatrenow?
Intheanalysisofstudentexchangeideas,teachersshouldemphasizewhywiththetwostep,thecalculationtosolveproblemsbyusingthetwostepinthestudents'report,toaskwhattheteacheriseverystepofsolving,helpstudentsclarifyideas,cultivatethestudentstoanalyzeproblems,findawaytosolvetheproblem.3.writingformatrequirements.Inthecalculationofmaterialstosolveproblemsinthetwostep,therearetwotypesofdistributedcomputingandcolumncombinedformula,andtheunderstandinginparenthesesevenindifferentmethodsofreduction,divisioninthefourthunit"inthetable(two)"tosolvetheproblemsappearedinthecalculationformulausedtowritingformrecursionequationthe.Theteacheralsonaturallywantstoknow:
dostudentsaskforacomprehensiveformulaanduseparentheseswhensolvingpracticalproblems?
Doestheformulaneedtobecalculatedintheformofstripping?
Andwhethertowriteanswersornot?
.Thefocalpointofsolvingtheproblemistotrainstudentstoanalyzethequantitativerelationandfindthesolutiontotheactualproblem.Asforthe"step-by-step"or"columnsynthesis",onlythedifferentformsofwriting,thereisnoimpactontheproblemsolvingrequirements.Theteachingmaterialhereintroducesthecomprehensiveformulaandthesmallbracket,isletsthestudentknowtwostepscomputation,alsomayusethesynthesisformulatoexpress,simultaneouslyalsoispreliminaryseepagefourcomputationorderofcomputation.Inpracticalteaching,ifthestudentsdonotappeartosolvetheproblem,theteachercanguidethemandintroducethem,butdonotmakeaunifiedrequestforsolvingtheproblemwiththecomprehensiveformulaofthecolumnorthesyntheticalgorithmwithparentheses.Inaddition,thelackoffouroperationalpracticeteachingmaterials,inordertofurtherstudy,teacherscanappropriatelyincreasethispartoftheindividualpractice,letstudentsthroughexercisestomasterfourthecalculationorderandpreliminaryexperienceinparenthesisrole.Asforthewrittenanswer,thestudentscananswerthequestionswithouttherequirementofthistextbook.Ingradefour,specificrequirementswillbemade.Asfortheuseofrecursiveequationcalculation,theteachingmaterialshereareonlyintroducedthiswayofwriting,andstudentsdonotdoaunifiedrequest,inthelaterstudywillbeformalteaching.Two.Doyouwantstudentstoseethedivisionformula?
.Doyouwantthestudentstoseethedivisionformula?
.Theteacherasked:
ifstudentsseedivisionalgorithmthatmeaning,forexample:
18/6=318saidthereare36or63?
Two
Forthisproblem,wethinkthatforaseparatedivisionformula,themeaningofdivisionisnotgenerallyunderstood,andthemeaningofdivisionisbestunderstoodincombinationwiththeconcretesituation.Themeaningofdivision,
Onthebasisoftheaveragescore,letthestudentsunderstandthemeaningofdivisionbyoperation.Three,"translationandrotation"teachingproblems.Problemsintheteachingoftranslationandrotation.1.howtoaccuratelycountthenumberofsquarestobetranslated.Ontranslationteaching,teachersreflectstudentsthroughreal-lifeexamplestounderstandwhatkindofphenomenonisthetranslation,butmoredifficultiswhenthegraphicsonthegridpapertranslation,howtoaccuratelycountafewlatticegraphtranslation.Asshowninthefollowingfigure,itiseasyforstudentstothinkthatthehousemovesup2squares.Inteaching,theteachershouldletthestudentsexperienceandjudgethetranslationofthehouse.Itcanchooseapointonthehouse,lookatthispoint,moveafewcompartments,andthehousewillmoveafewcompartments.Someteachersdothis:
first,createaninterestingsituation,suchasmovingants.Twopointsarelocatedinthehouseofthetwoants(ofcourseisthebestgraphpaperlattice,sothatthenumberofstudents,suchasthehouselatticenumber)theupperleftandlowerrightcornersofthepoint,theyputthehousetotheleftshiftthedottedline,thetwolittleantsquarrel.Anantsays,"Imovefar."!
Imovedfar!
"Theotheroneisnotasignofweakness:
"Imovedfarbetterthanyou!
"Theteacheraccordingtoantquarrelquestion:
"theclassmates,youhelptheantcount,whichanttranslationlatticenumber?
"Thenguidethestudentsonthegridpaperwerecountedtwotranslationalantcellnumber,letthestudentsfoundthatthetwodifferentpointsonthehouse,butthepriceisequaltothenumberoftheirtranslation.Further,youcancontinuetocreatethesituation:
ifthereisasmallbutterflyontheroof,whatisthenumberofsmallbutterflytranslation?
Itisequaltothenumberoflatticeandanttranslation?
Throughthenumberoflattices,letstudentsclearthenumberofobjectsinthetranslationofthelattice,aslongasthedeterminationofapoint,thenumberofpointstomovethenumberoftranslation,thatis,thenumberofobjectsmoving.Ofcourse,youcanalsoseealinesegment,forexample,upanddowntranslation,youcanobservethebottomofthisline,leftandrighttranslation,lookattheleftandrightsidesofthelinecanbe.Infact,thecharacteristicsoftranslationalmotionarealsopermeatedhere:
Three
Thetranslationdirectionsanddistancesofeachpointonanobjectarethesame.Thus,inthecaseofanumberoflattices,thenu
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- 年级 下册 数学 疑难问题 解答