数学预习是一种能力,也是一种习惯.笔者从事中学数学教学多年,发现对于优秀生而言,他们能通过自主预习学会基本概念和基本解题思路,课堂上只需老师提炼、点拨、总结,然后就能够“拓展延伸”;但对另一部分学生,“按要求预习”效果不佳.为什么出现两种不同的现象?这个问题引发了笔者进行“个性化预习”的思考:如何针对不同层次的学生设置不同的问题进行预习,即如何引导学生个性化预习呢?笔者通过实践和研究,认为在 Mathematical preview is a kind of ability, but also a habit .I have been engaged in middle school mathematics teaching for many years, found that for outstanding students, they can learn the basic concepts and basic problem solving ideas through independent preview, the classroom only the teacher to refine, call, summarize , And then can “extend the extension”; but for some other students, “pre-learning on demand” ineffective. Why two different phenomena? This issue led to the author “personalized preview ” Thinking: How to set different questions for different levels of students to preview, that is, how to guide students to preview it? The author through practice and research, that in the