三角形的内角和为180度,这是三角形的一个重要性质。引导学生通过测量、剪拼等多种操作活动,得出或验证三角形内角和是180度这一结论,已经成为大家教学的共识。然而,在学生动手操作探究的过程中,我们往往对普遍存在的问题习以为常,导致动手操作探究的学习方式沦为“虚假”学习,失去了应有的价值。这仅仅是误差吗?学生通过“量、算”不同三角形的内角度数,寻求三角形内角和度数是多少而填写的下面两张学习单,教师们都不陌生。 The interior angle of the triangle is 180 degrees, which is an important property of the triangle. Guide students to measure, cut spelling and other operational activities, draw or verify the triangle angle and the conclusion is 180 degrees, has become the consensus of everyone teaching. However, during the process of inquiry into students’ practice, we often accustomed to the ubiquitous problems, which leads to the fact that learning methods of hands-on inquiry become “false” learning and lose their due value. Is this a mere error? Students are not unfamiliar with the following two study sheets, which seek out the interior angles and degrees of the triangle by means of the internal angles of the different triangles.