在日常教学中,由于教师的漠视和过高估计学生的认知水平,就会让一些原本看上去极为简单且不该出现的教学事故,频频地出现在我们的课堂上。譬如:折线统计图里的“陡”和“缓”的提炼,就存在这方面的问题。某次小学数学观摩研讨会,笔者有幸聆听了本地教师的一节互动交流课,上的就是折线统计图的教学内容。当师生在进行到提炼“陡”和“缓”的环节时,偏偏出了纰漏,出现了短暂的冷场现象。不过,问题最终还是被一位学生冷不丁冒出的一句“看坡度”的话 In daily teaching, due to teachers ’indifference and overestimation of students’ cognitive level, some teaching accidents which appear to be extremely simple and should not occur frequently appear in our classroom. For example: Polyline chart in the “steep” and “slow” refinement, there are problems in this area. A primary school mathematics observing seminar, I was fortunate enough to listen to an interactive exchange of local teachers, is on the line chart teaching content. When the teachers and students went to refine the “steep” and “slow” part of the link, but also a flaw, a brief cold field phenomenon. However, the question eventually ended up being a word of “sloppyness” by a student