练习是数学教学重要的组成部分,恰到好处的习题,不仅能巩固知识,形成技能,而且能启发思维,培养能力。在教学过程中,除注意增加变式题、综合题外,适当设计一些开放型习题,可以培养学生思维的深刻性和灵活性,克服学生思维的呆板性。一、运用不定型开放题,培养学生思维的深刻性不定型开放题,所给条件包含着答案不唯一的因素。在解题的过程中,必须利用已有的知识,结合有关条件,从不同的角度对问题作全面分析,正确判断,得出结论,从而培养学生思维的深刻性。如:学习“真分数和假分数”时,在学生已基本掌握了真假分数的意义后,问学生:b/a是真分数,还是假分数?因a、b Exercise is an important part of mathematics teaching, just the right exercises, not only to consolidate knowledge, skills, and can inspire thinking and develop ability. In the process of teaching, in addition to pay attention to increase the variant questions, comprehensive questions, the appropriate design of some open-type exercises, you can cultivate the profound and flexible thinking of students to overcome the rigid thinking of students. First, the use of open-ended questions, to cultivate the profound thinking of students open-ended uncertainty, given the conditions contain the answer to the only factor. In the process of solving problems, we must use the existing knowledge, combined with the relevant conditions, from a different perspective to make a comprehensive analysis of the problem, the correct judgments, draw conclusions, so as to cultivate the profound nature of student thinking. Such as: learning “true scores and false points”, after the students have mastered the true meaning of false points, ask students: b / a is a true score, or a false score? Because a, b