“假性理解”是学生数学学习中普遍存在的一种现象,具体表现为似懂非懂、似是而非的学习状态。在高中数学教学中,教师要分析假性理解的成因,采取有针对性的对策,如丰富课程资源、延长学习过程、建构认知结构等手段,消除学生的假性理解。 “False understanding ” is a common phenomenon in students’ mathematics learning, which manifests as a learning state that is understandable and paradoxical. In high school mathematics teaching, teachers should analyze the causes of false understanding and take targeted countermeasures, such as enriching the curriculum resources, extending the learning process and constructing the cognitive structure to eliminate the students’ false understanding.