【摘要】 新课标强调概念教学应启发学生思考，引导学生把握内容本质。秉承“揭示数学本质，追溯教学本源”的理念，构建以“感知—想象—概括—固化—应用—结构”为认知过程的中学数学概念教学模式，并以“方差、标准差”数学概念为例，剖析依照该教学模式的设计思想，帮助学生更加深入地理解数学概念的本质属性和逻辑联系。更多还原

【Abstract】 The new curriculum emphasises that conceptual teaching should inspire students to think and guide them to grasp the essence of the content. Adhering to the concept of “revealing the essence of mathematics and tracing the origin of teaching”, we construct the conceptual teaching model of “perception-imagination-generalisation-solidification-application-structure” as the cognitive process. The conceptual teaching model of secondary school mathematics with the cognitive process of “perception-imagination-generalisation-solidification-application-structure” is constructed to take “perception-imagination-generalisation-solidification-application-structure” as the cognitive process, and take the mathematical concepts of “variance and standard deviation” as an example, to analyse the design ideas according to the teaching model, and to help the students to understand more deeply the essence of the mathematical concepts and their logical connections.更多还原