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数学思维一般是指能够根据客观条件的发展和变化,及时地改变先前的思维过程,寻找新的解决问题的途径。数学思维的灵活性,常表现在新知识的掌握、经验的积累、认识结构的改善、从已知关系中看出新关系、从隐蔽形式中分清实质等方面。因而数学思维的灵活性集中地反映在解题过程中。那么在数学例题教学过程中怎样应用一题多解、一题多变等手段培养学生数学思维的灵活性呢?我结合自己的教学实际谈几点看法。一、例题教学中注重学生观察力的培养
Mathematical thinking generally refers to the ability to timely change the previous thinking process and find new ways to solve the problem based on the development and change of objective conditions. The flexibility of mathematical thinking often manifests itself in the mastery of new knowledge, the accumulation of experience, the improvement of cognitive structures, the discovery of new relationships from known relationships, and the separation of substance from hidden forms. Therefore, the flexibility of mathematical thinking is reflected in the problem solving process. Then how to apply the multiple solutions of a problem, how to change the subject, etc. in the process of teaching mathematics examples to cultivate students’ flexibility in mathematics thinking? I combined my own teaching practice to discuss several points of view. I. Focusing on the cultivation of student’s observation ability in example teaching