在习题教学中,对某些典型题目,教师们总是先做认真分析,按照正常的思维渠道和解题步骤。求出答案,然后指出,求解过程中容易发生的错误。但这样做,往往不会引起学生的重视,以致在解答有关问题时仍然是错误百出。那末,究竟怎样才能提高习题教学的效益呢?可否设计一种相反的思维方式达到预期的目的呢?于是,我们作了下面的构思:首先,精心设置“陷阱”,诱导学生进入误区,得出谬误的结果;然后,另辟新的途径,让他们在对比反思中受到启发,明辨是非。实践证明,这是习题教学中一种行之有效的方法。 In the exercise of the exercises, for some typical problems, the teachers always do a careful analysis first, according to the normal way of thinking and problem solving. Find the answer and then point out the errors that are likely to occur during the solution. However, in doing so, it often does not attract students’ attention. As a result, it is still full of mistakes in answering relevant questions. Then, how can we improve the effectiveness of exercise teaching? Can we design an opposite way of thinking to achieve the desired purpose? Therefore, we made the following ideas: First, we carefully set up “traps” to induce students into misunderstandings. The result of the fallacy; then, to open up new avenues to allow them to be inspired in contrast and reflection, to distinguish right from wrong. Practice has proved that this is an effective method in exercise teaching.