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VAN DUNG HOAT DONG GIAI CAC BAI TOAN VAO DAY HOC CHU DE PMAJVSDdTIEU HOC O DLTONG HLTU T O N G " 1 Hopt dfng gidl cdc bfil t fp todn Cd nhilu quon nifm v l hopt dfng gidl bdl l fp todn cOo hpc sinh (H[.]
VAN DUNG HOAT DONG GIAI CAC BAI TOAN VAO DAY HOC CHU DE PMAJVSDdTIEU HOC O DLTONG HLTU T O N G " Hopt dfng gidl cdc bfil t f p todn 1)Tlm kit qud cOa phdp Knh: 2^2~7~~ Cd nhilu quon nifm v l hopt dfng gidl bdl lfp todn cOo hpc sinh (HS), theo tdc gid Trdn ThlJC 2) Cdch vllt eOa phfin si ^ vd phfin sd vi>a Trinh (1; h 161): Dfi/ vd/ mft bdl Iodn, digldl dugc, ngudi bgc phdl Hm tdl, huy ddng nhifng Nm dupe nhu thi nfio? kiin ib&e dd blit vdo gidi quyit vin di Muin sv 3) Hodn thdnh phdt bilu sou: Hal sdh/ nhldn dvng duge nhifng hi thuc dd ed, dn phdl kil vilt khdc nhou thi {Ididng bdng nhau) hgp, bl^ dii, Idm eho chOng thich hgp vdl tinh 4) Hdy dy dodn d l dua ro phdt bilu: Hal huing mdi phdn si vilt khdc nhou thi (vdn cd tbi bdng Nhu vfy, hopt dfng gidl todn euo HS khfing nhau) ehl Id vifc gidi mft bdi tfp hong sdch gido khoo 5) Hdy duo ro binh tufn v l tinh dung ddn ei)a d l cung cd, fin tfp Ipl kiln thue vi>o hpe md cdn phdt bllu d budc 4) h?o cho HS nllm tin vdo khd nfing gifil quvltvdn 2) Hinh Ihdnh iff ndng mdl Khi thilt kl ok d l cOo efic em Trong dpy hpc gifil cdc bfil tfp hopt dfng gidl todn vdl myc Hdu hinh thfinh cdc todn, gido vidn (GV) cdn thyc hifn uy thde, ehuyin kr nfing hpc lfp cho HS, GV cd thi hudng dSn glao nhifm vy eho HS mft edeh h/ nhidn, khfing HS cdc budc phdl thye hifn eho cdc em ed mang tfnh dp dfit nhdm dpt dupe ede mye Hdu thi h/ flm cdch gifil quylt vdn d l Chdng hgn, cOa hoot dfng gidl todn nhu: glup HS hlnh thdnh dpy hpc bdl vPhSpdiia phdn s^ {Todn 4; tr kiln thue cOng nhu kr nfing mdi; eOng cd, fin tfp 135), ed nhllu HS dft cfiu hdl: Tgl dilhvc kiln thuc eu vd edu true Ipi kiln thik ndy; vfn hlin phSp ebia hal f^idn silo 1^phdn siibir dyng kiln thi>e dfi hpc vdo efic tinh hudng mdl, nhit nhdn vdlpAtim sd' thv hai ado ngupc? Di Dudi dfiy, chung tfil thilt k l mft sd tinh glOp HS gidl ddp thdc mfie ndy, GV cd thi t l hudng dpy hpc v l tdp din k ^ 3, HS dfi bilt mil sd h/ nhldn sd cd mft sd tv nhldn liln hude vfi mft sd h/ nhldn liln sou (duy nhdt ed sd Idifing cfi s i d(}ng tlln hude) Hoy ndl edeh khde, dfiy chinh tfi tfnh chfi't «rdl rpc' cuo tfp hpp sfi' h; nhldn Khi chuyin sang hpc v l phfin sd, h'nh chfi't hdn khfing cdn dOng Kit qud thye nghlfm eho thfi'y, nhllu HS dfi mdc phdl sai ldm gidl quylt bdl todn: Tim gid trj x thda mfin: 7"=*'^7- ^dn ed nhllu HS cho rdng chi ed mft gid trj Jt = - thdo man dllu klfn Kiln thuc v l so sdnh cde phfin sfi' HS dfi dupe hpc nhung dfil cdc em chuo thye sy bilt td ehue Ipi kiln thue nfiy VI vfy, GV edn xfiy dyng ede hopt dfng gidl todn, tpo eo hfi cho hd bilt huy dfng kiln thue dfi cd d l gidi quyll vdn d l Vf dy dudi dfiy sd minh hpo eho lufin dllm ndy: 5) Cde gid hj euo x cdn tim cd ihl flm Id; 6) Hfiy bllu diln cdc phfin *^ 77- 77 vfi cdc gIfi hj X vua llm dupe hdn Ho sd bdn audi dfiy: 7) Cd i h l tim dupe boo nhidu sd h/ nhldn x thda mfin: < x < 1? 8) Cd thi Hm dupe boo nhldu gid h| x thda mfin:0 kll qud hdn d budc 7) Hfiy duo ro binh luf n v l tfnh dung ddn eOo phdt bilu d budc 3) vd budc 6) Cdc hopt dfng gifil bdi tfp todn h?o co hfi cho HS bilt h/ kiln h;io kiln thuc mdi, dllu ndy ph£> hpp vdl xu hudng ddl mdl phuong phfip dpy hpe hidn Vl vfiy, GV cdn thilt k l cdc hopt dfng hpc lfp gidi bfil tfp h>dn cd thi rdn 3) Tim cdch dua cdc phfin sd | | v l ede phfin luydn dupe tu sdng hjo eho HS nhdm nfing (Xem hip trang 55) sd cd mdu sd bdng 15: HS cdn tiln hdnh cde hopt dfng hpc lfp nhu sou: 1) Tim cdc sd h/ nhldn y thdo man: < y < Gid h! Clio yed thi Ifi: 2) Nhung gid hj ndo cOo xed thi Hm; Tap chi Blao due $6 (ki a • s/aoia) VD; Xdy di/ng Ijdn d d KN vd mdl quan hg giua A D N , A R N v d Prolein sou HS dupe nghign cuu cdc npl dung; «G6n, ma dl truydn vd qu6 hinh nhdn ddi A D N " , «Phien md vd djch m d " , «Nhilm sdc thd" {hinh 3) Bdn dd KN khong chi giup HS xdc djnh dupe cdc mdi lign hd glOa cde K N , md cdn giup cdc em dd ddng Idl hidn cde thdng tin mdt cdch logic, rfen luydn vd phdt tridn kf ndng thu thdp vd x u l( thong tin CiJng mdt sd' lupng KN xdc djnh, HS ed i h l xdy di/ng dupe cdc bdn dd KN khdc Tuy nhign, cdc KN hong mdt bdn dd K N , phdi dupe sdp xdp soo cho d^p vd dS si> d y n g GV cung ed thd chpn mdt hode mdt nhdm HS trinh bdy hvdc Idp d d cdc bpn gdp y hodn thign HS phdl dlen gidi bdng Idi tf sdp xdp Ndu HS cdn lung King, GV ydu edu phdt bidu K N , h> d6 glup cde em ndm vChig k>dn chd'l cOo K N Trong chucmg hlnh Sinh hpc phd thdng, kidn ihi>c Sinn hpe ndi chung vd cdc KN sinh hpc ndi ilgng dupe hlnh bdy theo mdt logic phdl hidn ddng tdm Vi vdy, ntiigm vy cuo G V Id phdi chu ddng nghign euu hg thd'ng n$i dung kidn ihuc vd hd thdng cdc K N , h> d d li/a chpn su dyng cde bien phdp cung c d phu hpp Ddy Id mpl nhOng ydu td lpo didu kidn cho vigc Keh eye hdo hogt ddng nhdn ihuc cuo HS Mdt khde, hong qud trinh cung ed vd phdt tridn K N , GV edn vdn tmg dung phinmg phap day hoc dyng llnh hoqt cdc bi^n phdp ngu hgn nhdm giup HS dpt dupe cdc ygu cdu sou: - Ndm vung ede dd'u hi^u bdn chd't cua K N , tuc Id ndm vung ndi hdm ci5a KN d d ; - Cd khd ndng nhdn dqng KN (Xde dinh dupe ddi h/png ndo dd cd thudc mdt KN cy thd hay khdng) vd c6 khd ndng thd hidn KN (cd thd Iqo dol tupng thudc phqm vl mdt KN cho trudc); - Phdt bidu rd rdng, ehfnh xdc d|nh nghlo cuo K N ; - Xdc djnh dupe vj hf, vol hd, y nghla cOo KN vira tTnh hdi mdt hg thdng cde KN d d cd; - Cd thd vdn dyng KN hong nhOng tinh hudng cy thd (hong hpc tdp vd i/ng dyng vdo thyc tiin) • TAi li^u tham khdo i Dinh Quang 6&o - NguySn Due Thdnh Lf lufin d^y hpc Sinh hpc (Phin d^i cucmg) NXB Gido dftc, H.i998 Nguyin Thdnh D^t (tdng chu bifin) Sinh hpc ]2 NXB GMod(*c.H.20iO SUMMARY Concept system is conskiered a base of knowledge tor every field of science Therefore, In teaching, helping learners come to grips with concept system plays a crucial role This paper Introduces some methods for revleviring and developing concepts In t^olog In the direction of promoting actlveness In Interlectual aclvltles of learners: - Through exercises: - Through graphs and questions; - Through concept maps Van dung hoat dong glal (Tiip heo trang 57) (Tiip heo trang 43) Lscsen - D Freeman L a n g u a e and Development In J Shaw (ed), Partnership and Interaction Bangkok: Asian Institute of Technology 2000 M Finochiaro - C Brumfit The Functionalnotional Approach: From Theory to Practice Oxford: Oxford University Press 1983 J C Richards - T S Rodgers Approaches and Methods in L a n g u a g e T e a c h i n g Cambridge University Press 1986 coo hieu qud dqy hoc todn d phd thdng ndi chung SUMMARY In the process of opening and International Integration, the ability to communicate by International language is Increasingly Important and necessary The teaching and learning English In our country Is growing, but still not achieve the quality cleared Many teachers have not found a suitable teaching methods for students Teaching methods through communication will Improve the quality of language teaching and learning for students fapchi Blao due so (ki a • a/aoia) vd tidu hpe ndi rigng • (1) Le van Ti^n Phinmg phdp d^y bQC mAn Todn & trir^ng phd thdng NXB Dgi hgc qud'c gia TP Hd Chl Minh, 2005 lid li^u tham khio D6 Dinh Hoan (chu bifin) To6n NXB Gido d{ic, H 2006 SUMMARY Nowadays, people pay attention to modem pedagogical perspective on teaching mattiematics • Focus on mathematics teaching based on activities of the students They build their own mathematical knowledge tiiroughactivtties of solving the prc^ems This paper represents kieas through actMtles ofsoMng the problems for topics 'fractions' In primary school #