本文選題：數(shù)量關(guān)系　切入點：數(shù)學應(yīng)用題　出處：《教學與管理》2015年08期 　論文類型：期刊論文

【摘要】：正課改前小學數(shù)學應(yīng)用題教學十分重視數(shù)量關(guān)系的分析,但第一輪課改后,數(shù)量關(guān)系教學有被弱化和邊緣化的傾向。不少教師在教學中引導(dǎo)學生過多地關(guān)注信息的收集、整理,對數(shù)量關(guān)系的分析往往一帶而過,使學生感到無從下手,不知道怎樣去思考,學生解決實際問題常常是在生活經(jīng)驗或者直覺的支持下完成的。雖然他們把問題解決了,但對解決問題的過程與方法缺少有意識的體驗,不利于學生形成解題策略、提煉解題經(jīng)驗�！墩n標》修訂時,明確指出:
[Abstract]:Before the reform, the primary school mathematics application problem teaching attaches great importance to the analysis of the quantitative relationship, but after the first round of curriculum reform, the quantitative relation teaching tends to be weakened and marginalized. Many teachers lead students to pay too much attention to the collection and arrangement of information in the teaching. Analysis of quantitative relationships tends to pass by, leaving students feeling overwhelmed and unaware of how to think. Students often solve practical problems with the support of life experience or intuition, although they solve the problem. However, the lack of conscious experience in the process and methods of problem-solving is not conducive to the formation of problem-solving strategies and the extraction of problem-solving experiences.
【作者單位】： 江蘇高郵實驗小學;
【分類號】：G623.5

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