在解决问题的思维过程中,往往伴随着非逻辑性的假设想象,假设与想象能使学生迅速地从整体上把握问题,是启迪思维之门的钥匙,能将学生思维引向深入。在数学教学活动中,培养学生思维能力,是当下教学活动的重点。一、概念教学“概念”是认识的基础,它是灵活的和相互转化的,“概念”是有着具体内容的、不同规定的、多样性的统一。如四条线段围成的密闭图形是四边形,平行四边形是两组对边分别平行的四边形,一组对边平行且相等的四边形,两条对角线互相平分的四边形, In the thinking process of solving problems, often accompanied by non-logical hypothetical imagination, assumptions and imagination enable students to quickly grasp the issue as a whole, is the key to inspire the door of thinking, can lead the students thinking. In mathematics teaching activities, cultivating students’ thinking ability is the focus of current teaching activities. First, the concept of teaching “concept ” is the basis for understanding, it is flexible and mutual transformation, “concept ” is a specific content, different provisions, the unity of diversity. For example, a closed figure surrounded by four segments is a quadrangle, and the parallelogram is two quadrangles parallel to each other, a group of quadrangles parallel and equal to each other, two quadrangles bisecting each other diagonally,