解题教学是初中数学教学的重要组成部分,它对学生巩固知识、培养能力、发展素质都有极其重要的意义.但在实际教学中,我们经常遇到这样的现象:课堂上教师将简捷的解法教给学生后,做作业时学生还是会出现“走弯路”、甚至是思维“卡壳”的现象.由此启发我们思考:教师的简捷解法与学生的“走弯路”现象之间到底隔着什么?如何帮助学生在解题时“走捷径”?我认为:要提高学生的思维能力,教师就应在数 Problem-solving teaching is an important part of junior high school mathematics teaching, which is extremely important for students to consolidate knowledge, develop ability and develop quality.But in the actual teaching, we often encounter such a phenomenon: the teacher in class will be simple After the solution is taught to the students, the students will still appear “detours ” and even thinking This inspired us to think: the teacher’s simple solution and the students What is the difference between the phenomenon in the end? How to help students solve the problem “short cut ”? I think: to improve students’ thinking ability, teachers should be in the number