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提升学生的思维是数学教学的重要目标。但是提升思维并不等于说就要另起炉灶,专门寻找一些奥数题来进行专项思维训练。当然,不可否认奥数中的“假设问题”、“盈亏问题”、“消去问题”、“还原问题”等对拓宽学生的思维,提升学生的思维水平有很大帮助。但是提升学生思维的关键不在于学生学习了什么内容,而在于他是如何进行学习的。如果我们教学奥数时,仅仅是让学生进行单纯的机械模仿,是难以提升学生的思维水平的。与之相反,利用教科书上的学习素材,只要我们能够充分挖掘题目中蕴含的思维训练价值,引领学生进行深入的思考和探究,同样也能促进学生思维水平的提升。
Improving students’ thinking is an important goal of mathematics teaching. However, to enhance thinking does not mean that we must start anew, specifically looking for some Mathematical Olympiad to carry out special thinking training. Of course, undeniable Mathematical Olympiad “hypothetical ” “profit and loss ”, “eliminate ”, “restore ” and so on to broaden students ’thinking and enhance the level of students’ thinking is very helpful . But the key to improving student thinking lies not in what the student learns, but in how he learns. If we teach Mathematical Olympiad, it is difficult for students to improve their thinking skills simply by allowing students to simply imitate the machinery. On the contrary, if we can make full use of the learning materials in textbooks, as long as we can fully tap the values of thinking training contained in the topics and lead them to think and explore deeply, we can also promote the improvement of students’ thinking.