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《数学课程标准》强调数学教学应从学生实际出发,创设有助于学生自主学习的问题情境,引导学生通过实践、思考、探索、交流,获得知识,形成技能,发展思维,学会学习,促使学生在教师指导下生动活泼地、主动地、富有个性地学习.在教学活动中,如何从学生实际出发,发扬教学民主.提高数学素质,形成技能,发展思维,提高解题能力呢?这就要使学生学会解后再思考的习惯,即完成一道题后,要再问几个为什么,并从中获得对下次解题有用的经验和教训,搞清楚“为什么”?才能在以后的解题中知道“做什么”和“如何做”?那么如何进行解题后的再思考呢?本文通过下面的例证加以说明:
The standard of mathematics curriculum emphasizes that mathematics teaching should proceed from students ’reality and create problem situations that help students to learn independently. Students should be encouraged to practice, think, explore, communicate, acquire knowledge, form skills, develop thinking and learn to promote students’ In the teaching activities, how to carry forward the teaching democracy from the reality of the students, how to improve the mathematical quality, form the skills, develop the thinking, and improve the ability to solve problems? Students learn to reconcile the habit of thinking, that is, to complete a question, to ask why a few, and from which to obtain useful lessons and lessons for the next problem-solving, figure out “why ” in order to solve the problem in the future In the “know what” and “how to do”? Then how to reconsider the problem after solving it? This article through the following examples to illustrate: