我在教学中經常遇到这样的情况,当我在課堂上提問的时候,学生往往答得似是而非或者答得支离破碎,不仅語病重重,甚至前后顛倒。他們自己还这样說:“我懂也懂得,就是不会說”。也有些学生,定理法則背得透熟,但是作起題来就用不上去。还有不少的学生,題目虽然作过了,但是对不对自己却沒有把握。每当我遇到这些情况的时候,我总是抱怨学生“太笨了”,說他們是“木头腦子連圈也不轉”,說他們“只能比着葫蘆画葫蘆”。但是究竟为什么会产生这样的現象呢?几年来我从实踐工作中体会到产生这种現象的原因虽然是多方面的,但 I often encounter such situations in teaching. When I ask questions in class, students often respond with plausible or repetitive answers. Not only are they ill-informed, they are even upside down. They themselves also said: “I know and understand, I just can’t say.” In some students, the law of the Theorem is well known, but it cannot be used as a subject. There are many students, although the problem has been made, but they are not sure about their own. Whenever I encounter these situations, I always complain that the students are “too stupid” and say that they are “the brain does not even turn around in circles,” saying that they “can only gourd than gourd.” But why did such phenomena occur? In the past few years, I have learned from practical work that the reasons for this phenomenon are many, but