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为什么“同解方程”是学生难于接受的內容,从而也是教师不易处理的教材呢?我認为至少有三个原因: 1.同解概念本身比較抽象,由于学生年龄特征所限,初学时确实难于接受。 2.虽然我們沒有預測增根和減根的一般理論,但是对于某些常用解法还是可以个别地建立其同解法则。目前教材除了載有同解方程定义和一些極原則性的同解定理以外(虽然这些是必要的),而如何利用同解理論去指导解方程就談得很少,因此某些教师进行到同解方程一节时就講一下,事后便不能經常利用已学得的理論去实际指导解方程。这种理論脫离实际的教法,必然导致不良效果。
Why is the “equal solution equation” a difficult part for students to accept, and it is also a textbook that is difficult for teachers to handle? I think there are at least three reasons: 1. The concept of the same solution is rather abstract. Because of the limitations of students’ age characteristics, it’s really hard to learn accept. 2. Although we do not have the general theory of predicting root growth and root loss, some common solutions can be established individually. At present, textbooks contain not only the definitions of the solution equations and some very principled theorem theorems (although these are necessary), but there are very few discussions about how to use the same solution theory to guide the solution equations. When we talk about solving equations, we can’t often use the learned theory to actually guide the equation afterwards. This theory is dissociated from the actual teaching method and will inevitably lead to bad effects.