心理学知识告诉我们,青少年时期学生的思维特点,虽然抽象逻辑思维日益占主导地位,但思维中的具体形象成份仍起重要的作用,他们的思维品质还未完全成熟,看问题欠全面,讨论问题易武断、偏激,缺乏冷静态度,我们在教学实践中经常碰到这种情形:有一些学生好像很聪明,接受能力也很强,老师一讲就懂,一点就通,自己一看就会,但一做就错,究其原因,在于学生良好思维品质还未完全形成,凭“想当然”解题,而教师在课堂教学中,也总是演示“成功”,什么问题都会,而且思路很巧,方法总正确,很少演示“失败”,因此,教师应根据具体的教学内容,有意识、有计划地在课堂教学中针对学生的弱点,选择合适的例题,在容易犯错误的节骨眼上设置“陷阱”,先让学生陷进去,再诱导他们在 Psychology knowledge tells us that the thinking characteristics of young students, although abstract logic thinking is increasingly dominant, but the specific image components in thinking still play an important role, their thinking quality is not yet fully mature, and the problem is not comprehensive. The problems are arbitrary, extreme, and lack of calmness. We often encounter this situation in teaching practice: Some students seem to be very smart, and they have a strong ability to accept. When a teacher speaks, they understand it. However, the reason for doing it wrong is that the quality of students’ good thinking has not yet been fully formed. The problem is solved by “taking it for granted”. In the classroom teaching, the teacher always demonstrates “success”, what the problem is, and the idea is very good. Ingeniously, the method is always correct and seldom demonstrates “failure.” Therefore, teachers should consciously and programmatically target students’ weaknesses in the classroom according to the specific teaching content, and select appropriate examples. “Trap,” let students get trapped and induce them to