数学教学中,老师们常常通过“一题多解”培养学生思维的发散性和灵活性。对一个数学问题,能从多角度提出多种设想,找出多种答案,这当然是训练思维的好方法。但如果片面求多、惟多是好,则往往弄巧成拙,违背教学规律。 一、惟多解而违背因材施教 有的教师在课堂上常把自以为得意的“巧解妙法”大肆罗列,或以个别尖子生的思维代替全班学生的思维,把大多数学生 In mathematics teaching, teachers often develop the divergence and flexibility of students' thinking through “one problem and multiple solutions”. Of course, it is certainly a good way to train your thinking on a mathematical problem that can be put forward from multiple perspectives and find many answers. However, if one-sidedly asking for more and more is good, it often makes self-defeating and runs counter to the law of teaching. First, but more solutions to the contrary to individualized teachers in the classroom often proud of the “clever solution magic” wantonly listed, or to individual top-notch thinking instead of thinking of the entire class of students, the majority of students