我们的解题分析已经一再表明 ,数学学习不仅仅是对学习材料的识别、加工和理解的认识过程 ,而且还是一个对该过程进行积极的监控、调节的再认识过程 .前者的对象是问题 ,常常以解题活动和题解呈现的方式反映出来 ;后者的对象则是认识过程本身 ,它能使我们学会如何学习 ,如何思? Our problem-solving analysis has repeatedly demonstrated that mathematics learning is not only a process of recognizing, processing, and understanding learning materials, but also a process of re-understanding of the process of actively monitoring and adjusting the process. The former is the problem. It is often reflected in the way in which problem solving activities and problem solving are presented; the latter’s object is the cognitive process itself. It enables us to learn how to study, and how to think about it.