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我们知道,学生解数学题时往往思维狭窄,掌握知识不灵活,思路不开阔。要克服这种思维的狭窄性,最重要的一点就是要加强一题多解教学,提高学生的多向思维能力。进行一题多解教学,如何引导学生去探寻问题的多种解法呢?我想必须要从以下几方面抓起。一、从知识的纵向联系考虑一题多解例1 解不等式2<|3x-2|<3。分析:①要想先去掉绝对值符号,后解不等式,就必须采用分段取零点法。这样就得到解法一:当x>2/3时,2<3x-2<3;当x<2/3时,2<-(3x-2)<3.
We know that when students solve math problems, they often have a narrow mind, they have inflexible knowledge and their ideas are not open. To overcome this narrowness of thinking, the most important point is to strengthen the teaching of multiple solutions and improve students’ multi-dimension thinking ability. How to guide students to explore multiple solutions to the problem by carrying out a multi-solution teaching? I think we must start from the following aspects. One, from the vertical link of knowledge to consider multiple solutions to a problem 1 solution inequality 2<|3x-2|<3. Analysis: 1 If you want to remove the absolute value symbol first and then solve the inequality, you must use the zero point division method. This results in solution one: when x>2/3, 2<3x-2<3; when x<2/3, 2<-(3x-2)<3.