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所谓数学变式训练,就是指对数学解题过程中涉及的公理公式、几何性质、数学概念等数学知识从设问角度、呈现条件、试题背景等方面做出灵活的变化,让学生从不同渠道思考解决问题的途径,促进学生解题归类思维和灵活应变思维的形成。当然,变式训练不是漫无目标的随意变,应该紧密联系问题的本质,按照学生的心智特点,抓住思维训练的根本目的,根据训练实际做适当的变更。文中笔者结合近几年教学实践谈谈变式训练设计的一点体会,借此与广大同行交流。1从培养学生的概括能力角度设计变式训练从数学学科的特点来说,学生对数学概念的学习并不是要求能够死记硬背,而是要着力引导学生通过
The so-called mathematics variant training refers to making flexible changes to the mathematics knowledge involved in the mathematics problem solving process, such as axiom formulas, geometric properties, mathematical concepts, and so on, from the perspective of the perspective of the questions, the conditions of presentation, the background of the questions, and so on. Think about ways to solve problems and promote the formation of students’ problem-solving, categorized thinking and flexible and flexible thinking. Of course, variant training is not a random change of goal. It should be closely linked with the nature of the problem. According to the students’ mental characteristics, they should grasp the basic purpose of thinking training and make appropriate changes according to the actual training. In the article, the author discusses the experience of the variant training design in connection with the teaching practice in recent years and uses it to communicate with the majority of his colleagues. 1 From the perspective of cultivating students’ ability to generalize, to design variant training. From the characteristics of mathematics, students’ learning of mathematical concepts is not required to memorize but to focus on guiding students through.