目前,许多教师不注重对概念的深入研究,在教学中既缺乏以数学概念的抽象过程为载体的学生认知过程分析,照本宣科地“灌输”概念,又缺乏以数学对象本质属性的揭示过程为载体的思维探究活动设计,依样画葫芦地“假探究”性质,而对概念的机械性记忆和性质的程式化训练乐此不疲。“这样的教学丧失了‘使学生经历研究一个数学对象的基本过程’的机会,浪费了一个培养学生发现和提出问题、分析和 At present, many teachers do not pay much attention to the concept of in-depth study, both in the teaching of the abstract process of mathematics, the lack of abstract process as a carrier of cognitive process analysis, according to the propaganda to ”indoctrination“ concept, but also the lack of the nature of mathematical objects revealed Process as a carrier of thinking to explore the design of activities, according to the same gourd ”fake inquiry “ nature, and the concept of mechanical memory and nature of the stylized training never tired. ”This kind of teaching has lost the opportunity to enable students to go through the basic process of studying a mathematical object, wasted a training students to discover and ask questions, analyze and