陈永明教授在评议概念课时,指出“导入知识不应该马虎,马虎了,学生就不知道知识的来龙去脉”~([1]).可见导入知识的重要性.在一次区优秀青年教师的课堂考核环节,六位通过笔试的青年教师执教“向量的概念及表示”一课,本文就六节课的引入进行归类、比较,并谈谈自己的几点思考,以期抛砖引玉.1.三种引入1.1案例1选自教材的问题引入T老师和L老师都采用了教材~([2])中问题引入.T老师(PPT展出):湖面上有3个景点O,A,B,如图1所示.一游艇将游客从景点O送至景点A,半小时后,游艇再 Commenting on the concept class, Prof. Chen Yongming pointed out: “Importing knowledge should not be sloppy, sloppy, and students do not know the ins and outs of knowledge.” This shows the importance of importing knowledge. In the classroom of an outstanding young teacher in a district, In the assessment process, six young teachers who passed the written examination coached the lesson of “Concepts and Representations of Vectors.” This article classifies and compares the introduction of six lessons, and discusses some of their own reflections in the hope of giving valuable advice. Three kinds of introduction 1.1 Case 1 The problem of selecting textbooks The introduction of T teachers and teacher L introduced the problem in textbook ~ ([2]) .T teacher (PPT): There are 3 spots O, A, B on the lake , As shown in Figure 1. A yacht will be tourists from attractions O sent to attractions A, half an hour later, the yacht and then