1 Is the model solution useful?
On the 20th, the Provincial Administration for Industry and Commerce issued a notice showing "red cards" for the advertisements of two learning products, "Very Learning 3+ 1" and "General Problem Solving Mode". Because the advertisement was suspected of false propaganda, it was asked to stop publishing in the province immediately.
Two recent advertisements, "Very Learning 3+ 1" and "General Problem Solving Model", are entitled "Artificial gifted students attract the attention of parents and teachers" and "Mathematics and physics are difficult in the senior high school entrance examination and college entrance examination. How do children deal with it?" The industrial and commercial departments stopped without results.
After preliminary examination, it is found that these two advertisements are suspected of violating the law in three aspects: First, they are suspected of violating the legal provisions that "advertisements must not contain false contents and must not deceive and mislead consumers". "Very Learning 3+ 1" declared in the advertisement that "15-year-old junior high school students spent 17 minutes and 43 seconds reading the first volume of world history with120,000 words"; It is claimed that the trained students can "read 3000-1 0000 words" in1minute; "such a magical learning ability", "just play and you will learn"; It is difficult to prove that "genius" can be mass-produced. The General Model Solution claims that "the knowledge of mathematics and physics in junior middle school for three years will be refined into 1 1 model, and that in senior middle school for 2 1 model", which is applicable to middle school textbooks in all provinces. Second, the advertisement of "Very Learning 3+ 1" claims that "95% of the students can't meet the requirements of the syllabus" in terms of Chinese reading speed, which is suspected of violating the legal provisions that "advertising data, statistical data, survey results, abstracts and quotations should be true and accurate, and the source should be indicated"; "85% of students learn slowly" and "learning confidence drops sharply". "Very Learning 3+ 1" has produced countless reading experts, memory wizards, writing wizards and literacy geniuses. The advertisement of "universal problem-solving model" claims to be "the crystallization of decades of painstaking efforts of experts in the eleventh five-year plan"; "99. 1% of the students who used the model to solve problems easily answered the difficult questions in the exam", "Many students were admitted to Peking University Tsinghua". Third, there are many suspects of using absolute language. The advertisement of "Learning 3+ 1 very much" declares that "talented students can be mass-produced in an instant" and "this is definitely a good thing to lose". The advertisement of "universal problem-solving model" claims that the model is "like a master key" and the model is "a picture created by absorbing all the main factors and omitting all the secondary factors". In addition, these two advertisements also contain "parents generally believe that" studying very hard 3+ 1 "will definitely help children concentrate on their studies"; The advertisement of "General Model Solving Problems" introduces the unprovable contents such as 25 steps of traditional solution and 9 steps of using the model in this year's college entrance examination 14.
The problem-solving principle of 1 model
(1) theoretical principle
Specific problem-solving methods can be ever-changing, and the way of thinking, analysis and thinking in dealing with mathematical problems is relatively certain and the most valuable. Only with theoretical guidance can we move from the inevitable kingdom to the free kingdom of solving problems. Thinking is always higher than method, and thinking strategy is always more important than specific problem-solving methods.
Therefore, students are required to work hard to design problem-solving strategies before solving problems, have a sense of optimization and simplicity in the specific problem-solving process, and develop the habit of diligent reflection and timely recording after solving problems. In order to raise the problem-solving experience to the problem-solving theory in time. Over time, a relatively fixed but extremely flexible and open effective problem-solving strategy and disintegration model can be formed.
(2) Individualization principle
Advocate the individualization of problem solving: that is, learn to analyze specific problems and work hard to solve the problem of seeking Excellence and simplicity; However, there is also a foundation and personality in complexity-we must not lose commonness: we must practice solid basic skills. Students are required to learn to use the problem-solving model dialectically, highlight its flexibility, and constantly experience and reflect on the effectiveness of the problem-solving model, so as to form their own unique problem-solving style and characteristics.
(3) the principle of ability
Only by daring to diverge can we effectively aggregate. Only by fully training our divergent thinking ability and spreading the wings of association and imagination can we soar freely in the innovative sky. Thinking strategy guidance and ability training are the eternal themes of our study of mathematics and other disciplines.
(4) the principle of argument
Mode problem-solving method is to provide students with a demonstration of self-study method, and introduce students with thinking methods and problem-solving strategies from different angles, levels and channels. We should not only learn how to solve problems, but also learn how to think.
(5) the principle of form
A good problem-solving idea or inspiration must be reflected through the problem-solving process. The design of problem-solving strategy and the optimization of problem-solving process are programmed, forming the same form that we can follow when solving problems, that is, problem-solving model.
(6) Habitual principle
There are three levels to solve mathematical problems:
The first level: solving problems normally, that is, according to the known, solved and answered procedures. I am very happy to get the answer, but I am very depressed if I can't get the answer. Without deep questioning and thinking, I don't know why.
The second level: thinking about solving problems, mainly divergence and convergence-that is, thinking about multiple solutions to one problem and "unified" problem-solving mode.
The third level: actively solving problems is the design of thinking questions-how to establish the lowest conditions for the conclusion to be established by adding or subtracting conditions and changing questions, and get the deepest conclusion. That is, how to carry out variant training based on this topic, or extend, evolve, expand and popularize it.