本文简要介绍了依托同伴教育,建构数学概念的过程和方法,特别提出了要让教育回归原点,首先要研究学生的心理。在学生学习的认知、思维、心理、行为等要素中,心理是学生学习的原点,心理对认知、思维、行为起着动力作用。在同伴教育过程中,学生的自尊心、责任感、集体荣誉感、理智感、美感、道德感、比较心理、好胜心理、角色心理等诸多同伴心理的动力作用,会带来学生思维、认知、意志、行为等方面的明显变化,进而有效地提高数学教学的质量。 This article briefly introduces the process and methods of constructing mathematics concepts based on peer education. In particular, it puts forward that to return education to its origin, we must first study the students’ psychology. Psychology is the origin of students ’learning in students’ cognition, thinking, psychology, behavior and other factors. Psychology plays a dynamic role in cognition, thinking and behavior. In peer education process, students ’self-esteem, sense of responsibility, collective sense of honor, sense of feeling, sense of beauty, sense of morality, comparative psychology, victorious psychology, role psychology and many other peer psychodynamic motivations will bring about students’ thinking, cognition and will , Behavior and other aspects of the obvious changes, and thus effectively improve the quality of mathematics teaching.