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五月十四日下午我校举行了一次以今年北京市数学竞赛二试试题为内容的讨论会,参加讨论的学生有四十多人,其中有高二、三学生,也还有高一和初三的学生。这些题目有较大的灵活性,我们估计,每题的思路会很多,碰壁的学生也不会少,因此我们起初想用讲座形式由教师讲解。但怎样讲?讲什么?—由于每个学生碰到的困难不同,思路也不同,因此教师心中很难有一个底。何况,教师找到的解法是否够简单,思路是否切合大多数学生的实际,如果用讲解方式进行,就难免出现主观现象。后来想到如改用讨论的方式进行,对胸有成竹的学生来说,他们应该是欢迎的,因为他们很想把自己的想法和解法谈出来,由大家来鉴定,对已经考
On the afternoon of May 14, our school held a symposium on the content of the second test of Beijing Mathematics Contest this year. There were over 40 students participating in the discussion, including High School II and III students, as well as highs and lows Three students. These topics have greater flexibility. We estimate that there will be many ideas for each question and fewer students will not run into the wall. Therefore, we initially wanted to explain the lecture by the teacher. But what to say? What to say? - Because each student has different difficulties and different ideas, it is hard for the teacher to have a bottom. Moreover, teachers find the solution is simple enough, the idea is most students meet the actual situation, if the way to explain, it is inevitable that the subjective phenomenon. It was later thought that such discussions should be conducted instead. For those students with a sense of place and well, they should be welcome because they would like to talk about their own ideas and solutions.