1实验背景把神经心理学家鲁利亚的“二级转换理论”借用到数学慢教育课堂,根据事物之间相互作用的特殊性,可将学生的“问题解决”过程以基本框架形式表示出来:思维→一级转换→语境化思维图式→二级转换→表达[1].一级转换是将思考的内容转换成语境化思维图式;二级转换是将语境化思维图式转换为有序的表达.无论哪一级转换都离不开思维中介“语境化思维图式”.而语境化思维图式形成具有鲜明的“过程性”特征,是促进数学产生式系统形成 1 EXPERIMENTAL BACKGROUND The neuro-psychologist Ralia’s “second-order conversion theory ” is borrowed into the slow mathematics education classroom. According to the particularity of the interaction between things, the process of “problem solving The frame form is expressed: thinking → primary conversion → contextualized thinking schema → secondary conversion → expression [1] .Third-level conversion is to convert the content of thinking into a contextualized thinking schema; second-level conversion is the language Contextual thinking schema into the orderly expression.No matter what level of conversion are inseparable from the thinking intermediary ”contextualized schemata “ and the contextualized schemata form a distinctive ”procedural "The characteristic is to promote the formation of mathematical production system