在小学数学课中,概念课所占比重并不小。传统的数学课中,很容易按照教材的编排内容把数学概念课上得毫无趣味,学生就直接从教师那儿“被”告之概念。美国心理学家奥苏伯尔认为,人们获得概念的主要方式有两种:其一,概念的形成;其二,概念的同化。低年级学生以概念形成为主要形式,中高年级学生逐渐过渡到以概念同化为主要形式,概念形成是概念同化的基础,概念同化是概念形成的发展。学生缺少了从“引入概念,形成表象”、“分析概括,明确概念”到“练习巩固,应用概念”的过程,学生没有通过对大量事物的感知、分析、理解而抽象出概念,只能用死记硬背的方式进行学习,自然少了运用的灵活性与记忆的牢固。只有拉近数学教材和学生的距离,让学生亲身感受、体会概念的形成和意义,才能加深对概念的 In primary school math class, the proportion of concept class is not small. In the traditional mathematics class, it is easy to follow the textbook layout in the mathematics concept class without any interest, and the student directly from the teacher there is the concept of being told. Ausubel, the American psychologist, believes that there are two main ways people can acquire concepts: first, the formation of concepts; second, the assimilation of concepts. The formation of the concept of low-grade students as the main form, middle and high school graduates gradually transition to the concept of assimilation as the main form of concept assimilation is the basis for the concept of concept assimilation is the development of concept formation. Students lack the process of consolidating and applying concepts from “introducing concepts to forming appearances”, “analyzing and generalizing, clarifying concepts” to “practicing and applying concepts”, and students are not abstracted through perception, analysis and understanding of a large number of things Out of the concept, only rote learning, naturally less flexibility and memory of the use of strong. Only by narrowing the distance between mathematics textbooks and students, allowing students to experience and understand the concept of the formation and meaning, to deepen the concept of