我曾在《中小学数学》(小学版)发表了《从一道几何习题谈起》的文章,文中谈到某道几何题的设计因忽视了“勾股定理”这一科学知识而导致从不同角度来解答得出不同的结论,使学生对自己严密的解题思路产生了不必要的怀疑。近期,我在设计习题时参考了一些资料,无形中又发现了一些几何习题的设计似乎犯了同样的错误,请看: I wrote an article entitled “From a Geometry Problem” in Primary and Secondary Mathematics (Primary Edition). The article mentioned that the design of a geometric problem was neglected by the scientific principle of “Pythagorean Theorem.” From different angles to come to different conclusions drawn, so that students have their own problem-solving ideas have an unnecessary suspicion. Recently, I used to refer to some of the information in the design exercises, virtually found some geometric exercises designed to seem to make the same mistake, see: