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又到了高三最后冲刺的关键时刻,如何才能提高解题能力,是高三师生的头等大事,也是头痛的大事。因此,如何进行高三的解题教学,反映的是教师解题教学的智慧,需要的是教师解题教学的策略。事实上,解题教学在数学教学中,特别是在高三复习中占据了绝大部分时间。多年来笔者有感于解题教学中“大容量、快节奏、高难度、师包讲、生乏味”的现象,很想对此谈谈一些个人的见解。
It is the third moment of the final sprint of the third year. How can we improve the ability to solve problems? It is a top priority for the teachers and students of the third year as well as a big headache. Therefore, how to carry out the third year of problem-solving teaching reflects the wisdom of teachers to solve problems, what is needed is the solution of teachers’ teaching strategies. In fact, problem-solving teaching occupies most of the time in math teaching, especially in the third year of high school. Over the years I felt the problem-solving teaching “large-capacity, fast-paced, difficult, teachers and students say, boring ” phenomenon, would like to talk about some personal opinions.