概念教学是小学数学教学的重要组成部分,它不仅是整个数学知识大厦的根基,还是学生思维的最小组成单位,是学生思维能力和判断推理能力形成的重要基础。但无论是概念的同化还是概念的形成,都不可能一步到位,立即转化为学生的内在知识。概念的学习和掌握必须经过具体到抽象,再从抽象到具体应用的多个反复过程,单向的过程或脱节的训练只会给学生带来更多的学习困惑。因此,当教师引导学生从具体的直观表 Concept teaching is an important part of primary school mathematics teaching. It is not only the foundation of the whole math knowledge building, but also the smallest unit of student thinking. It is an important basis for students’ thinking ability and judgment reasoning ability formation. But no matter the assimilation of concept or the formation of concept, it is impossible to step into one place and immediately translate into the inner knowledge of students. Learning and mastery of concepts must go through multiple iterative processes from abstraction to concrete application, one-way process or out-of-step training, which will only bring more learning confusion to students. So when the teacher guides the student from a specific visual table