一题多解就是从不同的角度或不同的方位来审视分析同一个题目中的数学关系,从而使用不同解法求得同一个结果的思维过程。在我多年的教学实践中,我深深地体会到合理运用这种方法,能培养学生的思维品质和发展学生的创造性思维。曾经有学生认为,完成数学习题的时候,不是只要得到正确的数学习题答案就行了吗?为什么还要应用多种方法来完成一道数学习题呢?我认为,学生能不能应用多种方法解答出一道数学习题与学生的思维宽度和思维深度有关。如果学生的思维宽度高,学生在面对一个数学问题的时候,就能找到多个数学问题的切入点;如果学生的思维深度强,学生就越能理解数学问题的本质,能够从一套数学系统着手看待数学问题,此时学生就能灵活地应用各种数学材料来解决数学问 Multi-solution of one question is to examine and analyze the mathematical relationship in the same topic from different angles or different directions so as to use different solutions to get the thinking process of the same result. In my years of teaching practice, I deeply understand that using this method reasonably can cultivate students ’thinking qualities and develop students’ creative thinking. Have students think that when completing a math problem, do not just get the correct answer to a math problem? Why do we need to use a variety of methods to complete a math problem? I think students can use a variety of methods to solve a Mathematical exercises and students thinking width and depth of thinking. If the student’s thinking width is high, students can find a number of mathematical problems in the face of a mathematical problem; if the student’s thinking depth, the more students can understand the nature of mathematical problems, from a set of mathematics The system sets out to address math problems where students have the flexibility to apply maths to solve math problems