一题多解,一题多变应有个阶段性,高一高二学生的学习知识是零散的,同学们的数学知识技能尚未形成体系,此法可作为学生形成知识网络做前期准备。而当学生进入高三时,教材中大部分知识都已学完,此时,更应该注重学生“多题归一”的思想渗透于培养。 One problem and many solutions, one question should be a multi-stage, high school freshman learning knowledge is fragmented, students have not formed a mathematical knowledge and skills system, this method can be used as students to form a knowledge network to do the preliminary preparation. And when the students enter the third year, most of the textbooks have been finished, at this time, we should pay more attention to the students “multivariate normalization ” infiltration in the cultivation of ideas.