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学生在学习《电工基础》直流电路章节时,会接连学习多个定理,学生往往不能及时消化。这就会造成这样的现象:学生在学习每个定理时,都觉得会了,而且可以把相对应的练习做得很好。可是当本章节都学完后,来个综合练习,学生就傻眼了,不知道用哪个定理来解题,甚至把定理搞混。这时,如果教师带领学生来系统地把本章节知识梳理一下,抓住解题契机,学生学习起来就会有事半功倍的效果。
When students study the “Electrician Basic” DC Circuit chapter, they learn one after another a number of theorems one after another, and students often can not digest them in time. This leads to the phenomenon that students feel they will learn each theorem, and that they can do the corresponding exercises well. However, when this chapter are completed, to a comprehensive exercise, students dumbfounded, do not know which theorem to solve the problem, or even confused theorem. At this time, if teachers lead students systematically to sort out the knowledge of this chapter to seize the opportunity to solve problems, students will learn to play a multiplier effect.