一、在无意处追问日常教学中,学生往往在教师的组织下,顺利地进行一些数学活动,处于一种“无疑”的状态,这很不利于思维的培养。如在讲述《平行四边形的面积》一课时,让学生沿着高把平行四边形剪成一个梯形和一个三角形,通过平移转化成长方形,接着做了简单的比较和推导,得出平行四边形面积计算公式。传统的教法都是这样的,目标直指公式的推 First, inadvertently asked daily teaching, students often under the organization of teachers, some mathematics activities smoothly, in a “no doubt ”, which is not conducive to the cultivation of thinking. As a lesson about “the area of ​​a parallelogram”, students were asked to cut a parallelogram along a triangle into a trapezoid and a triangle, then convert it into a rectangle by translation. Then, a simple comparison and derivation was made to calculate the area of ​​the parallelogram . The traditional teachings are like this, the goal directed at the formula push