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解题贯穿于数学学习过程的始终,解题教学应重在知识的迁移和探究解题方向能力的培养。所谓解题方向,就是从题目的条件和求解的过程中提取有用的信息,作用于记忆系统中的数学认知结构,提取相关的知识,推动题目信息的延伸,归结到某些确定的数学关系,从而形成一个解题的行动序列。题目信息与不同数学知识的结合,可能会形成多个解题方向,选取其中简捷的路径,就得到题目的最优解法.下面就教学实际谈谈自己的教学体会。
Problem-solving runs through the process of mathematical learning from beginning to end, problem-solving teaching should focus on the transfer of knowledge and the ability to explore the direction of problem-solving. The so-called problem-solving direction, that is, from the conditions of the subject and the process of solving the useful information extracted from the role of the memory system in the cognitive structure of mathematics to extract the relevant knowledge to promote the extension of subject information attributed to certain mathematical relationships , Thus forming a sequence of action to solve the problem. The combination of subject information and different mathematical knowledge may form a plurality of problem-solving directions, and the simple solution of the problem can be obtained, and the optimal solution of the problem can be obtained.