在数学课堂教学中,为了引导学生顺利地由旧知识过渡到新知识,产生知识的正迁移,须精心设计准备题,架好过渡的桥梁。我们认为,准备题的设计应具有趣味性、过渡性、激励性、针对性。一、准备题的设计应具有趣味性美国心理学家布鲁纳曾说:“学习最好的刺激,乃是对所学教材的兴趣。” In mathematics classroom teaching, in order to guide students to successfully transition from old knowledge to new knowledge and generate positive migration of knowledge, we must carefully design the preparatory questions and bridge the transition. In our opinion, the design of preparatory questions should be interesting, transitional, motivational and pertinent. First, the design of preparatory questions should be interesting American psychologist Brunner once said: “Learning the best stimuli, but the interest in teaching materials.”