日前,一位入职不久的教师向笔者抱怨:“黄老师,我所教的学生真不给力,如,最近教完全平方公式,我不知道和他们说了多少次,可他们还是重复犯‘(a+b)~2=a~2+b~2’这样的低级错误,怎么办?”针对此问题,笔者和他作了一番探讨,原因有二:一是教师没有分析学生犯错的潜意识原因,即学生受到之前学过的“(ab)~n=a~nb~n”的前摄抑制:二是教师虽注重了公式的模仿和应用,却忽视了公式的形成过程,没能从化归、探究、寻找规律、数形结合等角度加以指 Recently, a teacher who was admitted soon complained to me: “Teacher Huang, the students I teach really did not give any effort. For instance, I recently did not know exactly how many times they spoke with them but they repeated the offense. (a + b) ~ 2 = a ~ 2 + b ~ 2 ’such a low-level error, what to do? ”In response to this question, I made some discussions with him for two reasons: First, the teacher did not analyze the students make mistakes (Ab) ~ n = a ~ nb ~ n ": Second, although teachers pay attention to the imitation and application of the formula, they ignore the formation process of the formula , Failed to return to normalization, exploration, looking for the law, combined with a few figures to point out