古人云:学起于思,思源于疑。设疑、释疑,是课堂教学活动的重要形式,运用于教学过程各个环节之中。数学课堂教学实质上就是师生共同设疑、释疑,用疑激疑的过程。学生在解决数学问题时,遇到障碍请教老师,这时教师最需要做的是帮助他们分析出现障碍的原因,矫正他们认识上的偏差,充实、完善他们对问题的分析,引导他们解决问题,以此提高他们的思维品质,促进能力的 The ancients said: learning from thinking, from the suspect. Set suspicion, interpretation, is an important form of classroom teaching activities, used in all aspects of the teaching process. In fact, mathematics classroom teaching is a process in which teachers and students jointly set suspicion, interpretation and suspicion. When students solve problems in mathematics, they encounter obstacles to consult their teachers. At this moment, teachers need to do their best to analyze the causes of obstacles, correct their deviation, enrich and perfect their analysis of the problems, guide them to solve the problems, In order to improve their quality of thinking and promote ability