数学习题,作为课堂教学的核心内容之一,是训练学生计算技能、培养学生数学感觉、锤炼学生思维品质的重要载体。然而,长期以来,由于人本教学理念的缺失,“习题”的价值定位受到了严重异化。利用习题对学生进行“双基”训练成了唯一眷注的目标使命。以此为导向,习题便呈现出了一些急功近利的简单化倾向,习题应有的发展性空间受到抑制和压缩,从而直接影响了计算教学的质量。因此,教师要对小学数学习题进行适时、适度地重构,拓展习题的广度与深度,使有限的数学习题产生立体效益,使之更加符合学生发展的需要,使学生在练习后不仅能够掌握习题所涉及的一系列相关知识点,而且相应的数学思维、数学能力也得到较大的发 As one of the core contents of classroom teaching, mathematics exercises are an important carrier to train students in computational skills, cultivate students’ mathematical feelings and cultivate their thinking qualities. However, for a long time, due to the lack of humanistic teaching concept, the value orientation of “exercises” has been severely alienated. The use of exercises on students “double base ” training has become the only concern of the target mission. Taking this as a guide, the exercises presented some tendency of quick success and simplification, and the developmental space should be restrained and compressed, which directly affected the quality of teaching. Therefore, teachers should conduct a timely and appropriate reconstruction of primary school mathematics exercises to broaden the breadth and depth of exercises so that limited mathematical exercises produce three-dimensional benefits and make them more in line with the needs of student development so that students can not only master exercises after practice A series of related knowledge points involved, and the corresponding mathematical thinking, math ability also get bigger hair