１．在知识发生过程中渗透数学思想方法（１）不简单下定义．数学概念既是数学思维的基础，又是数学思维的结果．所以概念教学不应简单给出定义，应当引导学生感受或领悟隐含于概念形成之中的数学思想．比如负数概念的教学，初一代数上册借助于温度计给出描述性定义，学生... 1. Infiltration of mathematical thinking in the process of knowledge development (1) is not simply defined. The concept of mathematics is both the basis of mathematical thinking and the result of mathematical thinking. Therefore, the concept of teaching should not simply give a definition, should guide students to experience or comprehend the mathematical ideas implicit in the concept formation. For example, the concept of negative numbers teaching, the first generation number on the thermometer with a descriptive definition given by the thermometer, students...