极限概念是中学数学的一大难题。对学生而言,难度主要表现在思维“手段”上的不充分,不仅不能把“有限”与“无限”辩证地统一起来,更不能很好地理解“通过对‘一切有限的否定’达到对‘无限’的肯定”的逻辑演绎过程。对教师而言,难度主要表现在如何有效地引导学生从具体过渡到抽象,再到用逻辑的方法给出极限概念的精确定义,直至理解极限定义。因此,用逻辑的方法对极限概念进行辩证剖 The concept of limit is a big problem in high school mathematics. For students, the difficulty is mainly manifested in the inadequacy of thinking “means ”, which can not only dialectically unify “limited ” and “infinite ”, but also fail to understand well “ All the limited negations’ to reach the ’unlimited’ affirmation ”logical deduction process. For teachers, the difficulty is mainly manifested in how to effectively guide students from the concrete transition to the abstract, and then to give a logical definition of the precise definition of the concept of limit until the definition of understanding. Therefore, the concept of logic is used to dialectically analyze the concept of limit