现有的数学命题设计过程中,出题者常常把“一般规律”弱化成某种“特殊情况”来进行考题的设计,并以此为载体达到对解题者数学素养的测试.学生在解决此类问题时,往往是解一题,丢一题,并不能真正摆脱“题海”的束缚.教师在讲解过程中,就应该适当引导学生去发现一般规律,使学生从整体上把握知识的内在规律,能够培养学生由此及彼的迁移能力,收到“解一题,带一片”的效果,促进学生知识能力的高效正迁移.笔 In the existing mathematical proposition design process, the question-makers often weaken the “general law” into some kind of “special case” to design the test questions and use it as a carrier to test the mathematical literacy of the solvers When students solve such problems, they often solve one problem and throw one problem, and they can not really get out of the shackles of “inscribing the sea.” When teachers explain the process, they should guide the students to discover the general rules properly and make the students Grasping the inherent laws of knowledge as a whole can foster the students ’ability to migrate from one to another and receive the effect of “solving one problem and bringing one” to promote the efficient positive transfer of students’ knowledge ability.