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一、从学生的生活经验或已有的知识背景出发引入概念一个概念在学生思想上的形成是有一个过程的,教学中教师应从具体到抽象,从现象到本质,引导学生逐步形成有效的数学教学应当从学生的生活经验和已有的知识背景出发,向他们提供从事数学活动的机会,在活动中引导学生积极自主探究,使他们在探索中真正理解和掌握基础知识,如在讲一元二次方程的概念时,从问题“剪一块面积是150cm~2的长方形的铁片,使它的长比宽多5cm,这块铁片怎样剪?”出发,指导学生通过分析把这个生活中的实际问题抽象成数学问题：“已知长方形的面积是150cm~2,长比宽多5cm,求长方形的长与宽。”
First, from the student’s life experience or the existing knowledge background to introduce a concept in the formation of a student’s thinking is a process, teachers in teaching should be from the specific to the abstract, from the phenomenon to the essence, guide students to gradually form an effective mathematics Teaching should start from the student’s life experience and the existing knowledge background, provide them with the opportunity to engage in mathematics activities, guide students to actively explore independently in the activity, so that they really understand and master the basic knowledge in the exploration, such as talking about one yuan The concept of sub-equation, from the question “cut a piece of rectangular iron with an area of 150cm~2, so that its length is more than 5cm wide, how does this piece of iron cut?” guides students through the analysis of this life. The actual problem is abstracted into a mathematical problem: “The area of the known rectangle is 150cm~2, 5cm longer than the width, and the length and width of the rectangle are to be found.”