数学教师如果利用等待效应,使学生产生强烈的等待心理,促进学生去自学。这就有助于前后知识的连续,更为重要的是它能使学生的学习兴趣、态度和行为发生积极的变化。产生数学的等待效应的两方面:(1)认知冲突产生数学的等待效应;(2)悬念产生数学的等待效应。有时等待效应也会产生消极作用,教师在教学过程中要熟练地、合理地、适度地运用等待效应。 If teachers use mathematics to wait for the effect, so that students have a strong sense of waiting to promote students to self-study. This helps in the continuum of knowledge before and after, and more importantly, it can make positive changes in students’ learning interests, attitudes and behaviors. There are two aspects of the mathematical waiting effect: (1) the cognitive effect of waiting for mathematics; (2) the suspense effect of waiting for mathematics. Sometimes waiting for the effect will have a negative effect, teachers in the teaching process to be skilled, reasonable and appropriate use of waiting effect.