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义务教育小学数学教材,不仅改进了简单应用题的编排,而且加强了数量关系的分析,为学生具备这种能力,发展思维提供了较好的条件。在教学中,要深入领会教材的编写意图,把思路教学分成几个阶段,注意分段训练,逐步强化。同时重视内化过程,促使解题思路真正内化为每个学生的解题能力。一、加强四则运算意义的教学,抓好解题思路的孕伏简单应用题都直接或间接地反映了四则运算的意义。因此,通过四则运算意义的教学,注意孕伏解题思路。在四则运算意义的教学中,要重视教具演示和学具操作,让学生从活动中深刻理解含义,同时注意加强语言表达的训练,渗透应用题的教学。如,教除法的含义,先让学生边分实物边说操作过程;然后通过看图口述图意并列出算式,孕伏应用题教学;最后安排解答文字题,进一步巩固含义,为以后运用这些意义正确解答应用题打下基础。
Compulsory primary school mathematics textbooks, not only to improve the arrangement of simple application questions, but also to strengthen the quantitative relationship analysis, to provide students with this ability to develop thinking provides better conditions. In teaching, we should deeply comprehend the writing intent of teaching materials, divide the thinking teaching into several stages, pay attention to the sub-training and gradually strengthen it. At the same time emphasis on the internalization process, to promote the problem-solving ideas truly internalized for each student's problem-solving skills. First, to strengthen the teaching of the four arithmetic meaning, do a good job solving the problem of pregnancy simple application problems are directly or indirectly reflect the meaning of the four arithmetic. Therefore, through the four arithmetic teaching, pay attention to pregnant volt problem solving ideas. In the four operational significance of teaching, we should attach importance to teaching aids demonstration and operation, so that students understand the meaning of activities from a deep understanding of the same time, pay attention to strengthening the training of language expression, infiltration application teaching. For example, to teach the meaning of division, let the students side of the physical side of the operating process; and then by looking at the diagram and the formula to formulaic formulas, pregnant volt application teaching; the final arrangement of answer text to further consolidate the meaning for the future use of these Meaning correct answer application questions lay the foundation.