误区一:简单的内容,学生容易会感觉简单的东西,学生就一定容易学吗?教师与学生的认知水平和接受能力往往存在很大反差,就学生来说,接受新知识是需要一个过程的,绝不能用教师的水平衡量他们的能力。况且,如果讲课时只顾自己津津有味,不顾学生反应,教与学的思维不能同步的话,那么学生只能是被动地接受,毫无思考理解的余地,多容易的知识照样学着费劲。误区二:掌握便捷解题法,解遍天下不用怕客观上讲,技巧和捷径在实际应用中确实产生了不小的效果。但事物往往都存在两面性,这些技巧和捷径的实用范围一般都比较特殊和狭小,换个条件或变个简单的结论,也许就会使学 Misunderstanding 1: simple content, students tend to feel simple things, students must be easy to learn? Teachers and students cognitive level and ability to accept there is often a great contrast, for students, to accept the new knowledge is the need for a process Of the teacher’s level must not measure their ability. Moreover, if the lectures focus only on their own relish, regardless of student reactions, teaching and learning thinking can not be synchronized, then students can only passively accept, no room for thinking and understanding, and more easy to learn the knowledge of stamina. Misunderstanding 2: Mastering the problem-solving method, solving the problem in the world Do not be afraid Objectively speaking, skills and shortcuts do have a real effect in practice. But things tend to have two sides, the practical range of these skills and shortcuts are generally more special and narrow, change the conditions or simpler conclusions, may make the study