对于在教学一线的绝大部分教师来说,平时工作勤勤恳恳,一心想把知识毫无保留地传授给学生,但效果有时却事与愿违:一些自己认为学生应该掌握的知识,只要对问题的背景或数量关系稍作改变,有一些学生便无所适从.个中原因,教师往往有很大责任.很多时候,教师在讲解时直接把自己的解题思路灌输给学生,就题论题.对一些学生薄弱的地方并不进行深入思考,处理方法单一,缺乏演变.再加上学生参与度不够,课堂就变得枯燥乏味,而大量单一、重复的机械性练习, For the vast majority of teachers in the teaching line, they usually work diligently, and they want to impart knowledge to students without reservation. However, the effect is sometimes counterproductive: Some knowledge that students think they should master, as long as the background of the problem. Or the relationship between quantity is slightly changed, and some students are at a loss. For reasons, teachers often have great responsibilities. Many times, teachers directly instill their own problem-solving ideas to students when they explain, and they have problems. Some students are weak. The place is not in-depth thinking, the processing method is single, lack of evolution. Coupled with insufficient student participation, the classroom becomes boring, and a large number of single, repeated mechanical exercises,