数学学习的实质就是“图式”不断激活改进与完善的过程。在数学教学中激活图式三大功能,对提高教学实效能起到很大的帮助作用。当前数学学习存在一些“老大难”的问题,比如:学生能够记住数学概念、公式及定理,却不会将这些零散、孤立的知识串联起来,形成完整的知识体系;学生能够机械地模仿一些常见数学问题的解法,但当面临一种新的问题情境时却不能随机应变;学生经常接触诸如观察、分析、归纳、类比、概括、猜想等数学思维方法,却不会灵活地运用这些思维方法解决实际问题。形成上述问题的主要原因不是因为学生缺乏数 The essence of mathematics learning is “schema ” constantly activated to improve and perfect the process. Activating the three functions of schema in mathematics teaching can greatly help to improve teaching effectiveness. At present, there are some problems in maths learning such as: "Students can remember mathematical concepts, formulas and theorems, but they can not concatenate these scattered and isolated knowledge to form a complete knowledge system. Students can mechanically Imitate the solution of some common mathematical problems, but can not adapt to a new problem situation when confronted with a new problem situation; students often encounter such mathematical thinking methods as observation, analysis, induction, analogy, summarization, conjecture and so on, but will not flexibly use these thinking Method to solve practical problems. The main reason for the above problems is not the lack of students