长期以来,数学课堂教学中是以教师的“教”为主,学生只是配合教师“完成”教学任务。教师的“主导”作用完全取代了学生的“主体”地位,学生处于一种被动的地位,消极地学,机械地用。久而久之,学生学习的主动性逐渐消失。而在教学中采用探索发现、讨论启发、质疑释疑、总结提高这四个环节,是把学生看作学习的主人,尊重学生的主体地位的具体表现,能培养学生自主学习的精神 For a long time, mathematics classroom teaching is based on the teacher's “teaching”, students only cooperate with teachers to “complete” teaching tasks. Teachers' “dominant” role completely replaced the students “main body” status, students in a passive position, negatively learned, mechanically used. Over time, student learning initiative gradually disappear. In the teaching of exploration and discovery, to discuss inspiration, question and doubt, summarize and improve these four links, is to regard the students as the masters of learning, respect the concrete manifestation of the students' subjective status, and cultivate the spirit of self-learning