由于学生认知结构水平的限制,表现出对知识不求甚解,热衷于做大量题,不善于解题后对题目进行反思,普遍欠缺一个提高解题能力的重要环节,也不善于纠正和找出自己的错误,缺乏解题后对解题方法、数学思维的概括,掌握知识的系统性较弱、结构性较差。一道数学题经过一番艰辛,苦思冥想解出答案后,必须认真进行如下探索:命题的意图是什么?考核的概念、知识和能力是什么?验证解题结论是否正确合理,命题所提供的条件的应 Due to the limitation of students’ cognitive structure, they show great dissatisfaction with knowledge, are keen to do a lot of questions, are not good at reflecting questions after solving problems, lack an important link to improve their ability to solve problems, and are not good at correcting and finding out Of the errors, the lack of problem-solving methods, mathematical thinking, mastery of knowledge of the system is weak, poor structure. A mathematical problem after some hard and painstakingly solved the answer, we must seriously explore the following: What is the intention of proposition? Assessment of the concept of knowledge and ability? Verify the problem-solving conclusion is correct and reasonable, propositions provided by the conditions should