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在数学教学中,学生常因旧知识的干扰,思维定势的束缚以及心理、能力等诸多因素的影响,在课堂教学后遗留一些问题。这些问题若得不到及时的纠正与弥补,日积月累,将成为学生继续学习的障碍,并逐步形成一定数量的差生。作为课堂教学的补充与深化,设置课后思考题,对清除障碍、弥补课堂不足有着积极的意义。这样做不仅能纠正错误、巩固知识、完善知识系统,而且能激发学生的求知欲,开拓思路,发展思维能力,取得课堂上有时难以获得的效果。本文结合笔者
In mathematics teaching, students often leave some problems after classroom teaching due to the interference of old knowledge, the restraint of the mindset, and the influence of many factors such as mental and abilities. If these problems are not corrected and compensated in a timely manner, over time, it will become an obstacle for students to continue learning, and gradually form a certain number of poor students. As the supplement and deepening of classroom teaching, setting up after-school thinking questions is of positive significance to removing barriers and making up for classroom deficiencies. This will not only correct mistakes, consolidate knowledge, improve the knowledge system, but also stimulate students’ desire for knowledge, develop ideas, develop thinking skills, and achieve results that are sometimes difficult to obtain in the classroom. This article combines the author