进入课改之后,一线教师普遍反映新教材中的习题和例题相对变化大、难度大、坡度大。在实际处理过程中,有的老师会因“教材难”而将习题当做例题教学,有的老师则会因“时间紧”而将习题简单化处理。前者的教学导致教学时间总是不够用,事倍功半;后者的教学导致教学质量低下,事半功半。长此以往,学生的数学思维能力始终只能在“做”习题的过程中经历无数次的低水平重复。 After entering the curriculum reform, front-line teachers generally reflect the new textbooks in the exercises and examples of relatively large changes, difficult, big gradient. In the actual process, some teachers will use the “teaching materials difficult” and the exercises as a sample teaching, and some teachers will be because of “time tight” and the problem will be simplified processing. The former teaching leads to teaching time is always not enough, less effective; the latter teaching leads to poor teaching quality and half the effort. Over time, students’ mathematical thinking skills have always experienced countless low-level repetitions during the “do” exercise.