课堂练习质量的高低是衡量数学教学有效性的一个重要指标,但课堂练习并不是指教材中几道习题的简单叠加,而是需要教师的精心设计,因为学生需要在练习中深化所学的知识,需要在练习中对所习得的技能达到熟能生巧的目的。那么,如何让“小”题发挥“大”作用,收到事半功倍的教学效果呢?下面,我谈一些自己的想法和做法。一、由易到难,循序渐进习题一般是按照由易到难(即基础题——变式题——拓展题)的顺序排列的,这样安排符合学生的认知规律,使 The quality of classroom practice is a measure of the validity of mathematics teaching an important indicator, but the classroom exercises do not mean a simple stack of exercises in the textbook, but requires the careful design of teachers, because students need to deepen the knowledge learned in practice , In the practice of the acquired skills to achieve the purpose of practice empathy. So, how to make “small ” title to play “big ” effect, to receive more effective teaching effect? ​​Now, I talk about some of their own ideas and practices. First, from easy to difficult, step by step exercises are generally in accordance with the order from easy to difficult (that is, basic questions - variant questions - to develop questions) arranged in such a way that students meet the cognitive rules so that