Preface
The new curriculum attaches great importance to the all-round development of students’ quality. In mathematics teaching, we should impart knowledge to students, but more importantly, we should cultivate students’ interest in independent learning and the ability of creative thinking. In order to achieve this goal, teachers must design a scientific and effective teaching mode according to the characteristics of the subject itself and the actual situation of students’ learning, so as to stimulate students’ subjective initiative. With the development of science and technology, and the progress of society, educational theory and technology have made rapid progress. How to change the concept of teaching and change the external knowledge of mathematics into students’ own knowledge and ability is an important topic in mathematics classroom teaching. Due to the continuous improvement of social requirements for students, the mode of classroom teaching should also move towards the direction of all-round development, active thinking and active participation. Through the way of intellectual development, students can acquire knowledge, which is also an important way to continuously improve teaching means and teaching efficiency.
Imagine that if the classroom atmosphere is too serious and the classroom teaching is too rigid, the teaching is still an “authoritative” posture. If we use the way of statement to “tell” all the mathematics to the students, plus the intensive “bombing” examples and sea exercises, then our students will only “obey, imitate, remember and practice mechanically”. Then, students can’t explore, discover, reason and prove.
Bruner, a famous educator, said:“A course should not only reflect the nature of knowledge itself, but also reflect the quality of knowledge seekers themselves and the nature of the process of knowledge acquisition.” In mathematics teaching, we must face all students, pay attention to the development and improvement of students’ quality, and impart knowledge to students. But it is more important to cultivate students’ interest in independent learning and the ability of creative thinking. To achieve this goal, teachers must design a scientific and effective teaching mode according to the characteristics of the subject itself and the actual situation of students’ learning, stimulate students’ subjective initiative, make classroom teaching conducive to students’ active observation, experiment, guess, verification, reasoning, communication and other mathematical activities, and create a “people-oriented” learning environment, which is the ultimate goal of mathematics teaching reform.

前 言
新课程重视学生素质的全面发展，数学教学中要向学生传授知识，但更要培养学生独立学习的兴趣和创造性思维的能力。要达到这一目的，教师就必须针对学科本身的特点及学生学习的实际状况设计科学有效的教学模式，激发学生的主观能动性。随着科技的发展、社会的进步，教育理论和教育技术也突飞猛进。如何转变教学观念， 将数学的外在知识转变为学生自身的知识能力是数学课堂教学的重要课题。由于社会对学生的要求不断提高，课堂教学的模式也要向全面发展、活跃思维、主动参与的方向前进，通过智力发展的途径使得学生获取知识，同时这也是不断提高教学手段、提高课堂效率的重要途径。
试想，如果课堂气氛过于严肃，课堂教学过于死板，教学仍是一种“权威”的姿态，用陈述的方式向学生“讲述”所有的数学，加上密集“轰炸式”的例题、题海式练习，那么，我们的学生就只有“遵从、模仿、记忆、机械练习”，哪里还能够去探索、发现、推理、证明？
著名教育家布鲁纳说：“一门课程不但要反映知识本身的性质，还要反映求知者本身的素质和知识获得过程的性质。”在数学教学中，必须面向全体学生，重视
学生素质的发展与提高，要向学生传授知识。但更要培养学生独立学习的兴趣和创造性思维的能力，要达到这一目的，教师就必须针对学科本身的特点及学生学的实际状况设计科学有效的教学模式，激发学生的主观能动性，使得课堂教学能够有利于学生主动地进行观察、实验、猜想、验证、推理、交流等数学活动，创设一种“以人为本”的学习环境，这才是数学教学改革的最终目的。