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读过《中小学数学》(小学版)2015年第3期陈善林的《用比例知识解决问题的不同声音及反思》,在赞赏作者执着探究精神的同时,也对文章中的一些观点有不同的认识,谈出来供同行们讨论。1.正比例式和反此例式辨析。文章先后列举了两道用比例知识解答的应用题,其中“排队”问题是一道考试题,所列②式是学生出现的第二种解法。题目和解答如下:“排队”问题:同学们排队做操,如果每排15人,需站12排:如果每排20人,需站多少排?(用比例知识
Read “primary and secondary mathematics” (elementary school) 2015 the third period Chen Shanlin “to solve the problem of different voices and reflection with the proportion of knowledge”, in appreciation of the author persistent exploration of the spirit, but also some of the views of the article is different Understand, talk out for colleagues to discuss. 1. Proportional and anti-discrimination of this type of example. The article has enumerated two application questions which are answered by proportional knowledge, in which the “queuing” question is an examination question, and the listed ② is the second solution that students present. Questions and answers are as follows: “Queuing ” Question: Students line up to do exercises, if each row of 15 people, need to stand 12 rows: If each row of 20 people, how many rows to take?