练习题对于巩固新学知识,提升数学素养大有裨益。然而在现实练习题的设计中,存在着单一性、虚假性、随意性和错位性的倾向,这种倾向阻隔了数学学习与学生生命生活的衔接,导致练习低效、学习乏力。设计出生活性、适切性和创新性的练习题是一条救赎之道,能够真正落实为“学”而生,为“生”而生。教师自身不断学习开发,建构共享共生的机制,充分激发数学学习内部活力和吸纳外部资源是设计此类练习题的重要路径。 Exercises are of great benefit to consolidating new knowledge and improving maths accomplishment. However, in the design of practical exercises, there is a tendency of unity, falsity, arbitrariness and dislocation. This tendency obstructs the connection between mathematics learning and students’ life, which leads to inefficient practice and weak learning. The design of living, appropriate and innovative exercises is a way of redemption, which can really be implemented as “learning ” and born . Teachers continue to learn to develop and construct a mechanism for sharing symbiosis. It is an important way for teachers to design such exercises by fully stimulating their internal vitality and absorbing external resources.