造成应用题教学效率不高的原因当然是多方面的，但最根本的原因是人们对学生解应用题能力的心理机制、结构特点及其形成和发展的规律等问题的认识尚不够科学。例如，绝大多数数学教育工作者把学生解应用题能力视为一种技能或技巧，认为是通过反复练习而形成的心理联结；还有的 There are many reasons for the inefficient teaching of applied problems, but the most fundamental reason is that people’s understanding of the psychological mechanism, structural characteristics, and the formation and development of students’ ability to solve problems is not scientific enough. For example, the vast majority of mathematics educators consider students’ ability to solve problems as a skill or skill, thinking that it is a psychological connection formed through repeated practice;