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在平时的教与学中经常遇到爱钻研较真的学生提出一些“牛角尖”的问题,往往涉及一些概念本质上的理解偏差及方法应用范围上的特殊限定。教师如果能因势利导,充分应用这个“牛角尖”深入分析,不但能让学生加深对知识本质的理解与应用,也能通过这个“牛角尖”串联整个知识体系,使学生能够建构出完整的学科框架,进而体会数学学科严谨逻辑性的特点。而且在解决这种“牛角尖”问题的过程中学生历经的困惑与质疑及“牛角尖”破茧而出的磨炼能让学生受益一生。
In peacetime teaching and learning, students often encounter more serious problems in their studies and raise questions about the “crooked tip”, which often involve some inherent limitations in the understanding of the concept and the specific limitations on the scope of application of the method. If teachers can make the best use of this “corner ” in-depth analysis, not only allows students to deepen their understanding of the nature of knowledge and application, but also through this “cusp” series of the entire knowledge system, so that students can construct a complete Disciplinary framework, and then realize the rigorous logic of mathematics disciplines. And in solving this “horns ” problem in the process of the students after the puzzled and questioned and “horns ” break the cocoon out of the exercise can make students benefit their lives.