波利亚指出:“拿一个有意义又不复杂的题目去帮助学生发掘问题的各个方面,使得通过这道题就好象通过一道门户,把学生引入一个完整的领域”.在引领初三学生中考数学复习的教学过程中,若以课本例题或习题的原型为出发点,发散问题,纵横沟通,层层深入,将问题合理演化,凝题成链,织题成网不但可以有效培养学生思维的灵活性、广阔性、创新性,形成良好的解题思维品质,而且可以帮助学生积累有效的数学活动经验与解题经验,提高应试能力.例如课本中出现这样一类问题:就是以某一几何图形为基础,在图形的内部或外部构造一些特 Polia pointed out: “Take a meaningful and uncomplicated topic to help students explore all aspects of the problem, so that through the problem as if through a portal, the students into a complete field.” In leading the early Three students in mathematics review teaching process, if the textbook examples or exercises the prototype as the starting point, divergent issues, vertical and horizontal communication, layers of depth, the problem evolved reasonably, the problem into a chain, weaving can not only effectively network training students Thinking flexibility, broadness, innovation, the formation of a good problem-solving thinking quality, and can help students accumulate experience in effective mathematical activities and problem-solving experience, improve examination skills .For example, textbooks appear such a problem: Based on a geometric figure, construct some special features inside or outside the figure