在课堂教学中,我们发现有一些类型相似的题目或完全相同的题目,教师讲解了多少遍,学生还是一知半解;教师在课堂总结时,往往只重视本节课所学知识形成的结果,而忽略了更为重要的知识形成过程,前人探索知识过程的方法的总结,针对以上两种情况,我认为,学生学习数学成就的高低与学生掌握数学思想方法,触类旁通地应用数学知识解决问题的能力是密切相联系的。 In class teaching, we found that there are some similar types of topics or exactly the same topic, how many times the teacher explained, students still know little about; teachers in the classroom summary, often only focus on the results of the knowledge learned in this lesson, while ignoring In view of the above two cases, I think that the students ’ability to learn maths achievements and students’ mastery of maths thinking and methods can be applied to solve the problems by using mathematical knowledge Is closely linked.