传统单元小结课的模式人为地将单元知识结构和例题教学割裂成“两张皮”(即知识与例题分家),导致学生对单元知识结构的片面认识,甚至只是记住了题型套路,而忽视了该单元的核心知识和思想方法.因此,如何突破单元小结课的固有模式?怎样设计单元小结课才有新意?如何提升单元小结课的课堂效率等问题一直困扰着我们的一线老师,为此,本刊特邀周远方老师为我们有意选择了在“2009年湖北省高中数学青年教师优秀课评比暨观摩活动”中,获得高一数学组一等奖的湖北省当阳市第一高级中学杨郑国老师执教的《普通高中课程标准实验教科书A版.数学1必修》的第三章“函数的应用小结”的课例与评析,以期引起广大一线教师对有效地上好单元小结课的进一步研讨. The module of the traditional unit concluding lesson artificially divides the unit knowledge structure and the example teaching into “two skins” (that is, dividing the knowledge and the examples), which leads to the one-sided understanding of the unit knowledge structure of the students, and even just remembers the question type How to break the inherent pattern of the unit summary course? How to design the unit summary lesson to have a new idea? How to improve the unit summary class classroom efficiency and other issues have been plagued our front Teacher, for this reason, we invited Zhou Yuanfang teacher for our deliberate choice of “2009 Hubei Province high school mathematics young teachers excellent class competition and observation activities”, won the first higher mathematics group of Hubei Province Yang City, the first high school Yang Zhengguo teacher coached the “ordinary high school curriculum standard experimental textbook version A. Mathematics 1 compulsory” Chapter III “Function Summary” lesson and comment, with a view to arousing the majority of front-line teachers on the effective Good unit summary lesson further discussion.