能够称为“典型”的题目,它至少须具备两个优点:一是涉及广泛的学习内容,二是解题思路与方法灵活多样,特别在复习课教学过程中,若能抓住一个或几个典型题目,从复习知识和解题方法入手,进行一题多解的教学,不仅使学生把复习的知识与有关的知识联系起来,而且使学生学得的知识形成网络,这样有利于将知识结构转化为学生的认识结构。另一方面,也有利于培养学生反复钻研题目,学会从不同的角度观察问题和分析问题的能力。复习对学生来讲,已是知识的再现,教学要求应相应的提高。否则,学生就会感到乏味。因此,在题目的选择或设计中,要多一些综合性的题目;在思维训练方面要多一些异向思维的题目;在解题思路与方法上要多一些灵活多样的题目。这样才可以调动学生的学习积极性。例如在复习“正方体和长方体”时,可以选择《数学》十一册P_(104)11题(2),引导学生进行多解。例:一个工厂新盖一个厂房(地基的形状和长、宽如图)。为了打墙基,需要挖宽1米,深0.5米的 Can be called “typical ” subject, it must have at least two advantages: First, it involves a wide range of learning content, the second is flexible and diverse ways of thinking and methods of solving problems, especially in the review teaching process, if you can seize one Or several typical topics, starting from the review of knowledge and problem-solving methods to carry out a multi-solution teaching, not only to make students review the knowledge and related knowledge, but also to enable students to acquire knowledge of the network, which is conducive to Transform knowledge structure into students' cognitive structure. On the other hand, it is also conducive to cultivating students to repeatedly study the subject, learn to observe the problem from different angles and the ability to analyze the problem. Review for students, is the reproduction of knowledge, teaching requirements should be increased accordingly. Otherwise, students will feel boring. Therefore, in the choice of the subject or design, we should have more comprehensive topics; we should think more in the aspect of thinking training; and we should give more flexible and diverse topics in the way of thinking and method of problem solving. Only in this way can we mobilize the enthusiasm of students. For example, in the review of “cube and box”, you can choose “Mathematics” eleven P_ (104) 11 questions (2), to guide students to multi-solution. Example: A new plant cover a plant (foundation shape and length, width as shown). In order to hit the wall, you need to dig 1 meter wide, 0.5 meters deep