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在解题教学中,我们常常遇到这样的情况:课堂上教师将最简捷的解法呈现给学生,作业中学生还会出现各种“走弯路”的现象。教师的简捷解法与学生“走弯路”现象之间到底隔着什么?如何帮助学生实现从“弯路”到“捷径”的跨越,这是数学解题教学的重要任务。或许,在呈现简捷解法的同时,也需要还原我们的思考过程,切实让学生在题目中对解法有所领悟。本文以2014年武汉市中考数学第16题为例,谈
In problem-solving teaching, we often encounter such a situation: the teacher in class will present the most simple solution to the students, and the middle school students will also have various “detours.” How to help students achieve a leap from “detour ” to “shortcut ” is an important task of mathematics problem solving teaching. Perhaps, in presenting a simple solution, but also need to restore our thinking process, and effectively allow students to understand the problem in the solution. In this paper, the Wuhan city entrance exam in the first 16 questions as an example, talk about