在小学数学教学实践中,往往有学生对计算公式背得滚瓜烂熟,但却对概念的本质属性一无所知,究其原因在于其知识形成过程中表象与符号的连接出现了断层,概念教学流于表面,肤浅粗略。笔者认为,概念教学的重点,是要引导学生经历自主探究这一过程,拓展数学思维,实现具体到抽象的过渡。现以“长方体和正方体的体积”教学片断为例,谈谈自己的实践及反思。一、有效探究,初步感知概念概念的本质是抽象的,对于小学生来说,存在着理解难 In the practice of primary school mathematics teaching, there are often some students who know nothing about the nature of the concept because of the calculation formula. The reason is that the connection between the appearance and the symbol in the process of knowledge formation breaks down and the concept teaching flow On the surface, superficial The author believes that the focus of the concept of teaching is to guide students to go through the process of independent inquiry, to expand mathematical thinking, to achieve a concrete to abstract transition. Now to “cuboid and cube volume ” teaching fragment, for example, to talk about their own practice and reflection. First, the effective exploration, the concept of the initial perception of the concept of the nature of the abstract, for primary school students, there is understanding difficult