在教育过程中,学生是具有主观能动性的主体,教师帮助学生实现知识的建构,从而达到学生的自我发展。因而,学生当前的知识水平、认知能力、学习风格等学情,是教师进行引导的着手点。从《义务教育课程标准》中知识与技能、数学思考、问题解决、情感与态度四个维度进行学情分析,了解学生现有水平与目标要求水平的差异,对教学目标的确立和教学方法的选择具有重要意义。 In the process of education, students are the main body with subjective initiative, teachers help students to achieve the construction of knowledge, so as to achieve the students’ self-development. Therefore, students’ current knowledge level, cognitive ability and learning style are the starting points for teachers to guide. From the “compulsory education curriculum standards” knowledge and skills, mathematical thinking, problem solving, emotional and attitude analysis of the four dimensions of learning to understand the level of students and the target level of difference, the establishment of teaching objectives and teaching methods The choice is of great importance.