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“学贵知疑,疑是悟之机。”爱因斯坦说过:“提出一个问题,往往比解决一个问题更重要。”因此,如何教会学生质疑,引导学生解疑,是素质教育中值得探导的课题。设疑——导趣兴趣是学习的潜在动力,设疑是激趣的有效措施。数学中抓住契机,巧妙设疑,能激发学生强烈的求知欲望。例如,教学“能被3整除的数的特征”。新课伊始,单刀直入:“用数字1、4、7能组成多少个(数字不重复的)三位数?”待学生组成147、174、417、471、
Eistein said: “It is more important to put forward a question than to solve a question.” Therefore, how to teach students to question and guide students to solve problems is worth exploring in quality education The subject. Set suspect - interest in learning is the potential motivation to learn, set suspicion is an effective measure of interest. Seize the opportunity in mathematics, ingenious doubts, can stimulate students' strong desire for knowledge. For example, teaching “features that can be divisible by 3”. The beginning of the new class, single-handedly into: “With the number 1,4,7 can be composed of how many (digital non-repetitive) three digits?” To be students 147,174,417,471,