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在实施新课程的背景下,解析几何的解答题,无论是在平时考试,还是在高考中,学生的得分都不高,基本是第一问会做,第二问就放空,或者只列出一堆有用没用的式子,然后毫无头绪,不知如何处理。教师在平时的教学过程当中,往往有这种体会,在教师心目中就算再简单的,平时讲过好几遍的题目,再考试学生还是一样不会做。为什么会出现这种情况呢?应该怎样解决呢?下面以一个实例来说明如何和学生站在同一高度解决问题。
In the context of the implementation of the new curriculum, the analysis of the geometry of the problem, whether in the usual examination, or in the college entrance examination, the students score is not high, the basic first question will do, the second question is empty, or only listed A bunch of useful useless formulas, and then no clue, I do not know how to deal with. Teachers in the usual teaching process, often have this experience, even in the minds of teachers even simple, usually talked about several times the subject, then the exam or the same will not do. Why does this happen? What should I do? Here’s an example of how to solve the problem at the same level as the students.