由于学生认知结构水平的限制,表现出对知识不求甚解,热衷于做大量题,不善于解题后对题目进行反思,也不善于纠正和找出自己的错误,缺乏解题后对解题方法、数学思想的概括,这是导致获得的知识的系统性减弱、结构性差的原因.针对这种情况,借用波利亚的话说“一个好的教师应该懂得并传授给学生下述看法:没有任何一道题可以解决的十全十美,总剩下一些工作要做,经过充分的探讨总结,总会有点滴的发现,总能改进这个解答,而且在任何情况下,我们总能提高自己对这个解答的理解水平”通过解题后改进解 Due to the limitations of students’ cognitive structure, they show no knowledge of knowledge, are keen to do a lot of questions, are not good at rethinking problems after solving problems, and are not good at correcting and finding out their own mistakes. The generalization of mathematics thinking, which is the reason for the systematic weakening and structural inefficiency of the knowledge gained, is to borrow Polya’s saying “A good teacher should understand and teach students the following view: There is no The perfection of a problem can be solved. There is always some work left to do. After a thorough discussion and conclusion, the discovery will always be a bit tricky. It will always improve the solution. In any case, we can always improve our understanding of the solution. Level" through the solution to improve the solution