在数学课堂教学中,我们常常会看到这样的现象:课前精心预设了每一个环节,对教学重难点也进行了针对性设计,但实际教学中却没有收到预期的效果。其中一个很重要的原因就是教师忽视了学生的学习状态和对学生学习起点的把握,教师所预设的教学起点往往只是教材的逻辑起点,而并非是学生学习的现实起点。面对这样的现状,我们很有必要来认识联接学生认知起点和教材逻辑起点的杠 In mathematics classroom teaching, we often see such a phenomenon: pre-class carefully pre-designed every aspect of the teaching difficult and difficult also targeted design, but the actual teaching did not receive the desired results. One of the most important reasons is that teachers ignore the students 'learning status and grasp the starting point of students' learning. The teaching starting point preset by teachers is often only the logical starting point of textbooks, not the starting point of student learning. In the face of such a situation, it is necessary for us to recognize the starting point of the cognitive connection between students and teaching materials