二年级下册数学疑难问题解答.docx

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