“举一反三”和“举三反一”是两个教学和学习理念,举三反一,在概念教学中经常运用,重视要通过自然现象、实验或题例分析出概念、定律,定理的形成过程,这用的恰好是“举三反一”;举一反三在教学中通过数学教学重方法(也就是“举一”),方法掌握了,学生便能举一反三,触类旁通。大量的时间花在重复地学习和练习上,想举三反一,不但效率不高,而且效果不佳。因此,如果能在数学课堂中恰当地将整合策略运用于教学内容中,巧妙地将例题之间整合,将例题与习题整合,甚至将习题之间整合,都能达到举一反三,事倍功半的良好效果。 “Three” and “Three against one ” are two teaching and learning concepts, give rise to three anti-one, often used in conceptual teaching, attention should be through natural phenomena, experiments or cases analysis of concepts, laws, Theorem of the formation of the process, which is precisely the “three anti-one”; give top priority to teaching by mathematics teaching method (that is, “one ”), the method mastered, students can give top priority. Spending a lot of time studying and practicing repetitively, I would like to cite three anti-one ideas which are not only inefficient but also ineffective. Therefore, if the integration strategy can be properly applied in the teaching content in the math class, skillfully integrate the examples, integrate the examples with the exercises, and even integrate the exercises, all can achieve the good effect of giving top priority and not doubling the difficulties.