1.问题提出解析几何因独特的学科思想及历史文化意义在教学中历来被教师重视.同时,笔者也经常发现,有些学生因对解析几何的思想方法存在认识误区或理解偏差进而在学习过程中出现一些隐蔽的错误.由于这些错误触及解析儿何学科思想和方法本质的核心,若能将学生的“错误”转化为教学的生成性再生资源,则可以发挥其包孕的教育价值. 1. The Problem Proposed Geometry has always been valued by teachers due to its unique academic thinking and historical and cultural meanings. Meanwhile, the author also often finds that some students have misunderstandings or misunderstandings due to the way of thinking about analytic geometry, There are some hidden mistakes.These errors touch upon the core of analyzing the essence of the thought and method of children’s subjects and can exert their inclusive educational value if they can be transformed into thegenerative regenerative resources of teaching.