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<table border="0" cellpadding="3" cellspacing="1" width="100%" class="forumline"> <tr> <th class="thCornerL" width="22%">Autor</th> <th class="thCornerR">Wiadomość</th> </tr> <tr> <td width="22%" align="left" valign="top" class="row1"><span class="name"><a name=""></a><b>px477801</b></span></td> <td class="row1" valign="top"><table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td width="100%"><img src="http://picsrv.fora.pl/Elveron/images/icon_minipost.gif" width="12" height="9" alt="Post" title="Post" border="0" /><span class="postdetails">Wysłany: Pon 22:24, 25 Kwi 2011<span class="gen"> </span> Temat postu: Improve the quality of primary school mathematics</span></td> </tr> <tr> <td colspan="2"><hr /></td> </tr> <tr> <td colspan="2"><span class="postbody">Improve the quality of primary school mathematics teaching experience of the two points <br /> <br /> <br /> Example, in the study , 4 copies; to a circle divided into 3 copies, 6 copies; the average of a line segment divided into 5 copies, 10; ... ... In operation, the teachers guide the students to experience fraction of the total number of copies of On the basis of the above operations, to enable students to combine their operations to complete the following fill in the blank exercise: 1, the average of an apple into two copies, each accounting for the Apple (), unit . 2, put a circle divided into 3 copies, 6 copies,<a href="http://www.p90xworkoutscalendar.com" target="_blank" class="postlink">p90x workout calendar</a>, each in this round (),()。 3, the average of a line segment divided into 5 copies, 10 copies, each in a line of (),(), this unit Focus on clarifying the teachers in the teaching unit pile of sand, a class group, an engineering, is that which is seen as sub-unit Through the Through the above operations, exercises, explanations, so that students Second, through knowledge transfer, communication and new links between old knowledge and train students to solve mathematical problem solving skills and flexible Primary Mathematics is a multi-level, multifaceted knowledge. Migration of the use of knowledge, help students learn new knowledge to solve new problems. To do this, teachers must in-depth study materials, communication and new links between old knowledge, the kind of knowledge, make it conducive to knowledge transfer, students apply knowledge and flexible capacity to answer questions. Example, division, fractions, than the three existing contact, but distinct concepts. Through the transfer of knowledge, not only help students acquire new knowledge, but also to enable students to understand the similarities and differences between these concepts: While the division of the divisor, denominator, than According to the link between the three, three types of application problems in the solution, through a flexible conversion of Aesthetic and improve the ability of students to answer application questions. For example, in teaching BR> with the ratio method to solve: 1:2500 = x: 1000x = 0.4 with scores of methods for solving: 1000 × (1 / 2500) = 0.4 (kg) solution with the division: 1000 ÷ 2500 = 0.4 (kg) through from different angles, using different methods to answer, three types of communication links between word problems, to break the mindset to improve the ability of students to answer application questions.</span></td> </tr> </table></td> </tr> <tr> <td colspan="2" height="1" class="spaceRow"><img src="http://picsrv.fora.pl/Elveron/images/spacer.gif" alt="" width="1" height="1" /></td> </tr> </table>
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