解数学题时常常会出现这种情形 :对于同一个数学问题的解题策略 ,或某一个与之有关的规律性东西 ,教者能想到的而学生想不到 ,少数人能想到的而多数人想不到 .其原因当然是多元的 ,但除了解题经验和知识量的差异外 ,是否掌握了解题思维的程序 ,也是其中的一个极为重要的原因 .? This is often the case when solving math problems: for the same mathematical problem solving strategy, or a regular thing associated with it, the teacher can think of and students can not think of, a few people can think of and most people can not think of The reason for this is of course multiple, but besides the differences in knowledge of experience and knowledge, it is one of the most important reasons for the mastery of the procedures for understanding problem-solving.