教给学生思维方法,应从知识的整体人手,根据知识的内在联系串线连同、互为沟通,实现知识结构与能力结构的统一。1.鉴别比较。不少数学概念,既有密切联系,又有严格区别,相似的概念学生往住容易混淆。在教学中,要抓住时机,引导学生从纵横方向多角度地进行鉴别比较,分清形同质异。例如教“百分数意义”时,可设计三个正 To teach students the way of thinking, from the knowledge of the entire staff, according to the intrinsic linkages of knowledge together, communicate with each other to achieve the unity of knowledge structure and ability structure. 1. Identification comparison. Many mathematical concepts, both close contact, there are strict distinction, similar to the concept of students to live easily confused. In teaching, we should seize the opportunity to guide students from the aspect of multi-angle discrimination, compared with the same shape. For example, when teaching “percentage meaning”, you can design three positives