新课程实施以来,一些教师为强化应用意识及价值观的培养,常常刚讲完新知识,便急于将各类应用题压向学生.由于学生解题技能未能达到相应的水平而无力解答,教师只好返回相关层面进行讲训,或者教师自己解答,导致解题教学走弯路.笔者认为,解题教学应构建阶段性培养目标,由浅入深分层 Since the implementation of the new curriculum, some teachers have often just finished new knowledge in order to reinforce the application of awareness and values, so they are anxious to put all kinds of applied questions on students. As the students’ problem-solving skills can not reach the corresponding level and can not answer the questions, Had to return to the relevant level for training, or teachers to answer their own, leading to detour teaching detours.In my opinion, the problem-solving teaching should build the stage of training objectives, from shallow to deep stratification