在当前的中学数学教学中,普遍存在两种教学模式:一是教师通过语言及媒体努力把数学知识教给学生,带着学生模仿解题;二是教师完全放手让学生自由解题。这两种教学模式带来两种学习方式:外显学习与内隐学习。国内学者郭秀艳和杨治良(2002)认为,这两种学习方式并不是完全割裂的。当学习者共同运用内隐和外显两种学习方式时,其效果是最好的,即内隐学习和外显学习之间存在协同效应。他们还发现,一向被认为是自动的、无需意 In the current middle school mathematics teaching, there are two kinds of teaching modes ubiquitously: first, teachers try their best to teach mathematics knowledge to students through language and media, imitate problem solving with students; second, teachers completely let students free to solve problems. These two teaching modes bring two kinds of learning methods: explicit learning and implicit learning. Domestic scholars Guo Xiuyan and Yang Zhiliang (2002) argue that these two learning styles are not completely separated. When learners use both implicit and explicit learning methods, the effect is best, that is, there is a synergistic effect between implicit learning and explicit learning. They also found that they have always been considered automatic, meaningless