现代的教育理论确定了“二主一线”的教学思想,如何在教学中贯彻“以训练为主线”的原则,让学生掌握知识、学会技能、优化思维品质,是广大教师一直探索的重要课题。以往的“题海战术”费时费力,效果欠佳,对学生思维能力的发展利少弊多。几年来,本人有意识地以各类题组进行有针对性的教学,对优化学生思维品质、完善知识技能起到了一定作用。 一、通过“孪生”题组明察秋毫,使学生的思维善“辨” 对于一些容易混淆的问题,学生因常抓不住问题的本质,而在方法上机械照搬,以致时常出错。鉴于此,本人设置了一些貌合神离的“孪生”题组,以增加学生思维的辨别能力。 例1:(1)果园里有200棵桃 Modern educational theory has determined the teaching principle of “two masters and one main line”. How to carry out the principle of “training as the main line” in teaching so that students master knowledge, learn skills and optimize thinking quality are the important topics that teachers have been exploring all along. The “problem-solving tactics” in the past was time-consuming and labor-intensive, with ineffective effects and more disadvantages and less disadvantages for the development of students' thinking ability. In recent years, I have consciously conducted targeted teaching with various kinds of questions, which played an important role in optimizing students' thinking quality and improving their knowledge and skills. First, through the “twins” group to find out the difference, so that students think good “distinguish” For some confusing problems, students often fail to grasp the essence of the problem, and the method of mechanical copying, so often wrong. In view of this, I set up some familiar “twin” group to increase the ability of students to distinguish between thinking. Example 1: (1) There are 200 peaches in the orchard