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许多数学教师在讲例题时,往往是先讲思路分析,后讲解题过程,其思路分析,一般是教师根据课本上的现成解法编造出来的,因而解题时能一举成功,无需费二道手续。这样教学的结果,使一部分学生在解题过程中,一旦第一解题思路和方法遭到失败,就束手无策不能重新调整策略,寻找第二、第三解题思路和方法。我认为教师讲例题时有必要采用“示之以曲”的教学方法。即教师一定要把自己在思考或解决问题时的曲折迂回过程展现给学生,让学生能够从不断否定错误想法或完善解法的过程中学会重新寻找分析和解决问题的方法,从而培养学生百折不挠的意志和开拓创新的精神,
Many mathematics teachers are often talking about example analysis, and then explaining the process of problem solving. The analysis of their thinking is generally based on the teacher’s ready-made solution. Therefore, when solving a problem, they can be successful at one stroke, without having to go through two procedures. . As a result of such teaching, some students in the process of solving problems, once the first problem-solving ideas and methods have failed, they have no way to re-adjust their strategies and find the second and third problem-solving ideas and methods. I think it is necessary for teachers to adopt the teaching method of “showing music as a song” when presenting examples. That is to say, the teacher must show his or her own twists and turns during the process of thinking or solving problems to the students so that they can learn to re-search and solve the problems from the point of constantly negating wrong thoughts or perfecting the solution, so as to cultivate the student’s indomitable will. And pioneering and innovative spirit,