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教师上复习课,常指导学生把所学知识进行横向和纵向的串联,揭示其内在规律又要引导学生通过对各种习题的比较分析,挖掘问题的内涵,寻求异同,以归类或总结,使学生在解题过程中不为复杂纷呈的习题而混乱思绪,以清醒、正确解题。笔者在复习课中,曾就习题的“形”与“质”对部分疑难习题进行分析与归类。对许多形同质同的习题为节省篇幅不再复述,只对“形异质同”和“形同质异”的习题,作点滴介绍。一、形异质同例1、轻质小车A和B的质量均为M,B
The teacher’s review class often guides students in a series of horizontal and vertical knowledge, reveals their internal laws, and guides students through the comparative analysis of various exercises, excavates the connotation of the problem, seeks similarities and differences, and categorizes or summarizes. Students are not confused and complicated in the process of solving problems. They are sober and correct to solve problems. In the review class, the author analyzed and categorized some difficult exercises on the “shape” and “quality” of the exercises. For many of the same-formed exercises, there is no need to repeat the chapters to save space. Only the exercises that are “different in shape” and “consistent in shape and quality” are introduced. First, the heterogeneity of the same example 1, the quality of lightweight cars A and B are M, B