改变课堂程式,提供“自由想象”时间,推迟课堂结论时刻(延迟判断).例如,教学七册的公式“三角形面积=底×高÷2”以后,可以从公式中推出结论:底和高都相等的三角形面积相等.但在教学时,我们不先出示这一结论,而是通过设问,让学生自由想象,广开思路.例如:“用小三角板画一个三角形,再画一个面积同样大的三角形.”学生一般会画出一个与已知三角形全等的三角形①,接着,就会有各种图形作出,如三角形②、③、④、⑤等.由于教师没过早地给思维定向,或虽 For example, after teaching seven volumes of formula “triangle area = bottom high 2 ”, we can deduce the formula from the conclusion: However, in teaching, we do not show this conclusion first, but let students freely imagine and broaden their mind by asking questions such as: “Use a small triangle to draw a triangle, and then Draw a triangle of the same size. ”" Students usually draw a triangle that is congruent with a known triangle, and then there are various figures such as triangles ②, ③, ④, ⑤, etc. Since the teacher did not To premature thinking, or though