数学教学不仅要传授给学生数学知识和基本技能、方法,更要注重培养学生的思维能力以及探究、阅读、交流和创新能力。在平行四边形判定假命题教学中,笔者通过同一内容的两次不同教学过程,对比学生思维过程培养的差异,引发对学生数学思维过程培养的思考。 Mathematical teaching not only to teach students mathematical knowledge and basic skills, methods, but also focus on developing students’ thinking ability and exploration, reading, communication and innovation. In the parallelogram to determine the teaching of false proposition, the author through the same content of two different teaching process, comparing the differences in the process of thinking of students, triggering students thinking of mathematical thinking process.