数学教学中,经常可以看到这种现象:上课伊始,教师直接给出研究对象的定义,而没有给出其形成、产生的过程,教学的重心落在解题上.这里存在一个认识上的缺陷,即有的教师简单地认为:数学教学最重要的是要让学生学会用结论来做数学题目,只要给出的例题类型全面,学生就能通过模仿例题而学会做题.这样的做法也导致了学生对数学学习的认识偏差,即“数学就是做题、做题、再做题”;“概念课没意思,习题课可要认真些”.在这样的教学中,容易出现 In mathematics teaching, this kind of phenomenon can often be seen: at the beginning of class, the teacher gives the definition of the research object without giving the process of its formation and teaching, and the emphasis of teaching falls on solving the problem. There is an understanding Defects, that is, some teachers simply think: the most important thing in mathematics teaching is to let students learn to use conclusions to do math problems, as long as the type of examples given are comprehensive, students can learn to do by imitating examples. Resulting in the students understanding of mathematics deviation, that is, “mathematics is to do the problem, do the question, do the question ”; “concept class no meaning, exercise class should be more serious ” In such teaching, prone to