教师在数学教学中通常遇到这种情况:很多学生学习很努力,可是成绩老上不去。老师找学生谈话,学生都会说:老师,我上课听懂了啊,可是到我自己做就不会了。这就是我们这里所谈的“懂而不会”现象。显然“懂而不会’’现象直接制约了学生的数学水平。所以这种现象的研究和解决具有重要的实践意义,不但能帮助学生提高数学水平,而且能提高教师的教学水平,提高课堂教学效率。本文主要探究”懂而不会“的原因,并如何解决这个问题提出自己的看法。一、原因剖析(一)学习层面从学生方面来说,”懂而不会“的现象和学生学习方 Teachers often encounter this situation in mathematics teaching: a lot of students study very hard, but the result is old. Teacher talk to students, the students will say: teacher, I understand class, ah, but to myself do not. This is what we are talking about here, ”knowing but not“. Obviously ”understand but not “ phenomenon directly restricts the students ’mathematics level.Therefore, the research and solution of this phenomenon has important practical significance, not only can help students improve mathematics level, but also can improve teachers’ teaching level and improve class Teaching efficiency.This article mainly explores the reasons why ”understand but not “, and how to solve this problem put forward their own views .A first reason analysis (a) the learning aspect from the student, ”understand but not " Phenomenon and student learning party