After learning this unit of multiplication in the second volume of senior two, I came up with such an open question at the end of the review class. ?

Pen: 18 pencil box: 27 yuan watercolor pen: 9 yuan cake: 3 yuan chocolate: 6 yuan? .

1 light light blue buys watercolor pens and Fangfang buys cakes. How many times more money is light light blue than Fangfang's?

The money spent each month is three times that of Lan Lan, and that of Honghua is twice that of Fangfang. What did Yue Yue and Hong Hong buy respectively? ?

The teacher bought two things, one of which cost three times as much as the other. Guess what the teacher bought? ?

Students carefully examine the questions, analyze the problems, choose appropriate methods to solve the first two problems, and review the two questions "How many times is one number another" and "How many times is one number" well.

After activating students' existing cognition, I seized the opportunity and raised the third question, which aroused students' interest in thinking. Soon a child showed a bright smile, raised his tall little hand and said, "Teacher, I see, you bought a pen and chocolate."

I asked, "How do you know?" The student said, "Pen 18 yuan, chocolate 6 yuan. 18 is not three times that of 6! " What a wonderful speech. This child's speech seems to point out the direction of thinking for other children, so I saw many small hands raised again.

Another child said, "the teacher may also buy pens and chocolates, or a pencil box and a watercolor pen." Look, pencil box 27 yuan, watercolor pen 9 yuan. Isn't 27 three times that of 9? " Yes, yes, student 3 can't wait to say, "The teacher may also buy watercolor pens and cakes. The price of watercolor pens is three times that of cakes."

At this time, I couldn't get a word in, and the children galloped freely in the sky of thinking, constantly colliding with new sparks. ?

Advanced methods can endow heuristics with rich connotations. But in any case, to make it clear that students are the main body of cognition, teachers should really put students in an active position.

Giving the truth to students is to guide students to discover the truth. Once we do this, our classroom teaching will have a brand-new situation, which will greatly improve students' mathematics literacy with half the effort.