《新课程标准》明确指出:数学教学要从学生已有的知识经验和认知水平出发,为学生提供充分从事数学活动的机会。那么,学生在新知识学习之前已经知道了什么?学生的现实起点在哪里?针对不同学生认知起点的多样性,如何进行教学调整?我认为,找准学生起点,并基于学生起点实施教学,才能使数学课堂更具实效,使学生获得更好的发展。一、根据学生的学习起点设计教学目标学生不同的学习起点源于不同的生活学习环境,不同的家庭背景,不同的理 The New Curriculum Standard clearly states that mathematics teaching should provide students with the opportunity to fully engage in maths activities based on the students’ existing knowledge and experience. So what do students know before learning new knowledge? What are the starting points for students? How to adjust teaching for the diversity of cognitive starting points for different students? In my opinion, to identify the starting point of students and implement teaching based on their starting point, In order to make mathematics classroom more effective, so that students get better development. First, according to the student’s learning starting point to design the teaching objectives The starting point for students to learn from different learning environment, different family backgrounds, different management