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新课程把让学生经历探索过程作为课堂教学目标之一,这样“动手做一做”、“动手折一折”、“图形的平移、旋转、翻折”在教材中增加了份量,在解题过程中,学生往往感觉“差不多”就行,常常把一些“想当然”的结论拿来就用,导致解题过程不完整,甚至是错误的.下面就通过几个“病症”(不完整或错误的解题过程),找出“病因”(三点共线),再“对症下药”(完善解题过程),并重新开“又一良方”(避开三点共线,给出另一解法,一题多解,拓展解题思路)发展学生思维能力,提高学生数学素养.
The new curriculum to allow students to explore the process as one of the goals of classroom teaching, so “hands-on ”, “hands fold ”, “graphics translation, rotation, turning ” In the problem-solving process, students often feel “almost ” on the line, often put some “taken for granted ” conclusion to use, leading to the problem-solving process is incomplete, or even wrong. (Incomplete or wrong problem-solving process) to find the cause of the disease (three-point total line), and then the right remedy (perfect problem-solving process), and reopen A good side "(to avoid the three-point total line, given another solution, a multi-solution, to expand the problem-solving ideas) the development of student thinking skills, improve students' mathematical quality.