The analysis is based on the mathematical induction .

我们的分析方式是以数学归纳法为基础。

First of teaching mathematical induction is a process of teaching.

数学归纳法的教学首先是一科，程序性教学。

Students use mathematical induction to overcome the psychological barrier, an effective way is to understand the limitations of mathematical induction.

要克服学生使用数学归纳法的心理障碍，一个有效的方法就是要了解数学归纳法应用的局限性。

On the logical basis that the principle of mathematical induction accurate understanding of the teachers teaching mathematical induction premise is that students can grasp the key method.

对数学归纳法逻辑基础即原理的准确理解，是教师进行数学归纳法教学的前提，也是学生能否掌握这种证明方法的关键。

This paper mainly on teaching mathematical induction of a more complete investigation.

本文主要对数学归纳法的教学进行较为完整的研究。

This paper discusses a type of method of radical irrational using mathematical induction.

讨论了一类根式的无理性,并用数学归纳法给出了证明.

To allow students to be correct application of mathematical induction formal teaching.

为了让学生能够正确应用数学归纳法，还要进行形式化教学。

Mathematical induction is a positive integer proved extremely relevant to the topic of effective scientific methods.

数学归纳法是一种证明与正整数有关的命题的极为有效的科学方法。

Here, I mathematical induction mathematics in secondary schools in the solution that skills and common errors to point view.

在此，我就数学归纳法在中学数学中的解题技巧和常见的误区提出一点看法。

This paper in the application of mathematical induction, the students common mistakes psychological factors conducted a questionnaire survey.

本文针对数学归纳法应用过程中，学生常见错误出现的心理因素进行了问卷调查。