摘 要在新课改的背景下，数学书和课程标准中，非常完美的课案占比不及世界上全部概念的百分之 30%。大部分的定义概念，只是草草的定义，或着根本不给定义。旧版教材中就连那些十分重要的概念都是不专业的定义。例如“射线”、“加法”、“减法”、“乘法”、“除法”等。但是 , 淡化概念严谨性定义并不 等于淡化概念教学 , 实质上对概念的教学不是弱化了，而是强化了 。【1】但概念实际中有教育意义与影响，因此中国人在意数学，在意教育中的数学。通过大量的文献和课堂案例的研究分析发现教师在进行概念教学过程中还是存在一些问题，如情境单一化、活动形式化、过程仓促化。【2】在此基础上进行了归因分析，得出概念教学引进-情境单一、概念教学定义-偏离本质、概念教学理解-缺乏理解、概念教学应用-脱离现实四个主要原因。分别从四个方面提出具体可行性策略：概念教学情境生活化多样化、认真分析教材数学概念、以旧带新，加强概念理解、在体验中发展概念教学【3】。最后给广大教师以及教育者提出提高小学数学概念教学能力的建议。关键词：小学数学；概念教学；教学策略AbstactIn the situation of new curriculum reform, for the new mathematics teaching material of elementary school,the concept of strict definition is less than a third of the concept of learning concept , most of which are descriptive definitions, or even not be defined. Some rigor defines in the old textbooks are also changed into descriptive definitions or not defined,such as "ray", "add", "subtraction" and "multiplication", "division", etc. However, eliminating conceptual rigor definition does not mean to eliminate concept teaching. In fact the concept of teaching is not weakened, but strengthened. 【1】actually concept teaching has the independent value of classroom teaching, which emphasizes the elementary mathematics concept teaching. Through a lot of literature and classroom case, it is found that the teachers still has some problems in the process of concept teaching, such as single situation, formality and hasty process . 【2...
