摘要： 文字应用题是连接数学知识与现实情境的一种练习任务,但现在大多数的教科书中出现的应用题忽视了学生对题目中现实情境的深入思考,这与应用题设计的初衷有所差距,由此研究者将应用题划分为规则应用题和不规则应用题。本文对规则应用题和不规则应用题的概念进行了界定,并通过对其相关研究的介绍和分析,说明了学生对课本上规则应用题的解题成绩要好于与现实生活情境更为接近的不规则应用题,产生这一结果的关键在于规则应用题的形式、学生的心理表征、教师的态度和师生关系等方面原因,从而导致学生无法对非规则应用题的情境进行分析,文章最后指出了规则应用题的局限,并对今后的教学改革提出了一些建议。
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