皮亚杰告诉我们:“智慧自动作发端,活动是连接主客体的桥梁.”小学生的思维正处在由具体形象思维向抽象逻辑思维发展的过渡阶段.特别是低年级儿童,他们的思维仍以具体形象思维为主要形式,他们的抽象思维需要在感性材料的支持下才能进行.因此,教师就要巧妙运用学具,给学生提供更多实践的机会、更大的思维空间,凸显数学课堂的有效性.一、巧用学具,促进学生数学概念的形成心理学研究表明,儿童认识规律是“感知———表象——— Piaget tells us: ”Wisdom automatically acts as a starting point, and activities are the bridge between the subject and the object.“ ”The thinking of pupils is in the transitional stage from the concrete image thinking to the abstract logical thinking, especially for the children in the lower grades. Thinking is still the main form of concrete image thinking, and their abstract thinking needs to be carried out with the support of perceptual material. Therefore, teachers should make clever use of learning tools to provide students with more practical opportunities and greater thinking space, highlighting Effectiveness of maths class I. Using clever instruments to promote the formation of students’ mathematical concepts Psychological research shows that children’s cognition laws are "perception --- appearance ---