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常听学生说的一句话就是“有些题目上课听老师讲能听懂,但自己去做就不知道如何着手”;或是在分析讲解习题时,有些错误一点学生就恍然大悟;甚至有些问题仅告诉学生答案是错的,还没有说明错在哪里,学生自己也马上能找到症结所在.这些情况的产生,缘自学生不能准确地分析利用题中的隐性信息,为自己的解题服务.新课程的目标之一是理解,而要全面理解题意,就必须善于咀嚼题中的每一个条件,品尝出隐性信息,从而确定方向,完善思路,使问题得到有效解决.下举几例阐述隐性信息在解题中的应用.1.分析隐性信息,引导解题思维的方向性在数学问题的描述中,有些信息是靠转弯抹角去获取的,
Often listen to the students to say the sentence is “Some subjects to listen to the class to listen to understand the teacher, but do not know how to start ”; or analysis of the exercises, some mistakes students suddenly realized; even some problems Only to tell the students answer is wrong, did not say where is wrong, the students themselves can immediately find the crux of the problem.These situations arise from the students can not accurately analyze the use of hidden information in the problem, for their problem solving services One of the goals of the new curriculum is understanding, and to fully understand the questions, we must be good at chewing each condition, tasting the hidden information, so as to determine the direction and improve the thinking so that the problem can be effectively solved. Example to illustrate the application of tacit information in problem solving.1 Analysis of tacit information to guide the direction of problem-solving thinking In the description of mathematical problems, some information is obtained by turning around,