思维是寻求新问题答案的过程,是通过分析、比较、抽象和概括来完成的,传统的“注入式”教学方法舍弃了“寻求”这一过程,学生看到的是各自相互独立的“新问题的答案”,这种方法显然不利于思维能力的培养,那么怎样才能在传授知识的同时使学生的思维能力得以有条理、有步骤、循序地递进呢?充分、合理地应用变式能起到事半功倍的效果。 下面以三垂线原理应用的教学为例,说明如何运用变式发展学生的思维。 一、创设情境,激发直觉思维 在可行课中,新概念的引进利用熟知的图形或式 Thinking is the process of seeking answers to new questions. It is accomplished through analysis, comparison, abstraction and generalization. Traditional “injection” teaching methods abandon the “seeking” process. Students see each other’s independent “new” “The answer to the question” is obviously not conducive to the cultivation of thinking ability. How can we impart the knowledge while allowing the students’ thinking ability to be organized, step-by-step, and step-by-step? Fully and rationally applying the variable function Play a multiplier effect. In the following, the teaching of the application of the three-perpendicular principle will be used as an example to illustrate how to use the variant to develop students’ thinking. I. Creating Situations and Inspiring Intuitive Thinking In a possible lesson, the introduction of new concepts uses well-known graphics or expressions.