本文所说的“拐点”问题为:当学生正在从现实问题中发现隐含的数学知识、数学规律,形成一定的数学观察、归纳、思维、表述等能力时,教师却将其中止或引向淡化,使教材的教学或教育价值降低或丧失.笔者以苏科版教材为例,谈谈教师课堂教学活动中的拐点问题.1 不尊重教材,随意改动教材中的操作《课标》指出:“不同发展阶段的学生在认知水平、认知风格和发展趋势上存在着差异.”因此在设计问 The “turning point” problem mentioned in this article is: When students are discovering implied mathematics knowledge and mathematics laws from practical problems and forming certain mathematical observations, inductions, thinking, expressions, etc., the teacher will stop them or Weakening leads to a reduction or loss of the teaching or education value of textbooks. The author uses Suko textbooks as an example to talk about the turning point in teachers’ classroom teaching activities. 1 Don’t respect teaching materials and arbitrarily change the operation of the textbook in the textbooks. Pointed out: “The students in different stages of development have differences in cognitive level, cognitive style and development trend.”