习题在数学教学中有着特殊的作用,一般来说每一道习题都有它的特定的价值,只是由于内容的不同侧重面不同而已。本文试淡单元习题设计的六个层次以供同仁共同探讨。一、以旧引新,设置基础性习题一般地,教学新知识时,必然要联系到一些学生已学过的旧知识。这时,可以把这部分知识从新知识中单独抽出来作为新知识的“引爆点”,设置相应的练习题。这样,既复习了旧知识,又可直接利用练习题的结果,延伸新知识,大大缩短了新知学习 Exercises have a special role in math teaching. Generally speaking, each exercise has its own specific value, only because of the different aspects of the content. In this paper, we try to discuss the six levels of exercise design for my colleagues. I. Introducing new ideas and setting basic exercises In general, when teaching new knowledge, it is bound to be linked with some old knowledge that students have learned. At this time, this part of knowledge can be extracted from new knowledge alone as the “tipping point” of new knowledge, set the appropriate exercises. In this way, not only review the old knowledge, but also the direct use of the results of exercises to extend new knowledge, greatly reducing the new learning