本文由“两类问题学生”引发了对学生数学思维的生长点的思考,本文认为概念定义是数学思维的生长点,两类问题学生的问题出在对概念定义的理解、掌握和回归上,我们应该更加注重夯实概念教学,本文就如何夯实概念教学也提出了一些不全面的建议. In this paper, we think about the growth point of students’ mathematical thinking triggered by “two kinds of question students ”. This paper holds that concept definition is the growth point of mathematical thinking. The problem of students in two kinds of problems lies in the understanding, mastery and return of the concept definition , We should pay more attention to comprehending the concept of teaching, this article on how to consolidate the concept of teaching also made some incomplete recommendations.