在长期的教学实践中我们发现,有一些学生在入学初的智力水平,努力程度等各方面并没有什么显著差异,但从小学三年级学段开始,数学学习的效果开始有了明显的不同。而造成这种现象有多方面的原因,有学生运用已掌握的数学知识和学习方式以及情感态度上等等差异。我们知道,良好的学习方式能有效地提高学生的学习成绩,但是学生的学习方式并没有随着学生的学习年限和知识的增加而提高。在小学数学教育过程中,如何 In the long-term teaching practice, we found that there are some students who have no significant difference in the level of intelligence and effort at the beginning of the year. However, the effect of maths learning starts to differ significantly from the third grade of primary school. There are many reasons for this phenomenon. There are some differences in the students’ mastery of maths knowledge, learning styles and emotional attitudes. We know that good learning methods can effectively improve students’ academic performance, but students’ learning methods do not increase with the number of students’ learning years and knowledge. In elementary mathematics education process, how