以三角形试题为例,体现了由题目中的已知条件发散思维,一题多解,并回归教材。一题多解,即是启发和引导学生从不同的角度、不同的思路,用不同的方法和运算过程去分析、解答同一道数学题。在解题教学中,进行一题多解训练,可充分调动学生学习的积极性,发展学生的创造性思维。题目:(2015年高考数学湖北卷第18题)在 Triangle test questions, for example, reflects the divergent thinking of the known conditions in the title, a multi-solution, and return to textbooks. A multi-solution, that is, to inspire and guide students from different angles, different ideas, using different methods and computing process to analyze and solve the same math problem. In the problem-solving teaching, conduct a multi-solution training, students can fully mobilize the enthusiasm of learning and develop students’ creative thinking. Title: (2015 entrance exam math Hubei Volume 18 questions) at