about reflection after the problem-solving（解决问题后的反射）.docVIP

About reflection after the problem-solving Teaching, I found the same error of the students ‘work is always a repeated offender, he failed to find their own fault due. Many years of teaching, I am constantly trying to guide students to do math wrong question accumulation this work, in order to enhance the students’ memory and understand the most important play knowledge leap from quantity to quality, the conversion between the thickness, the following few examples illustrate the accumulation of forms and methods. First, sum classroom classic example, Problem solving ideas Example choice should be the most representative and most telling typical exercises. Should be able to highlight the focus, reflecting the outline of the most important and the most basic content and requirements. Analysis and answers on the examples, the role of examples to point with a surface of, there is awareness of destination on the basis of the examples for a series of changes, to achieve can mining problem of connotation and extension of, changes in consolidating knowledge, looking for the purpose of the law in motion. Example 1, as shown in (1), △ ABC, AB ⊥ AC, AB = AC, through point A of arbitrary straight line MN, BD ⊥ MN D, CE, ⊥ Mn at E, Prove: de = BD + CE. Solution of this question, the majority of students feel that the problems have been successfully concluded, when I check the wrong title this several students ask a new question: for the understanding of the “arbitrary”, if the line MN clockwise rotation around the point A, The above conclusion still holds? If you do not set up the equivalent DE, BD, CE, how will the relationship? reasons. Students thinking like the boat dock, and now back to the sail harbor. Following students have found that: Ⅰ If the straight line MN in external △ ABC, the conclusion still holds. Ⅱ line MN intersects with BC, there will be the following three conditions: In Figure (1, conclusions becomes DE = BD-CE, In