通过对几个问题的思考，引导学生回顾自己的学习历程，梳理主要知识和方法，

通过对几个问题的思考，引导学生回顾自己的学习历程，梳理主要知识和方法，建构知识体系。在很多的传统数学教学中，学习活动的小结环节往往是围绕知识点的小结，缺乏数学思想的再现与学生困惑的解答。基于数学多元表征学习理论，首先，教师引导学生从知识内容、学习方法、自我反思收获三方面进行小结，预留思考时间； 接着，鼓励学生互动分享、交流学习；然后，教师强调点拨，这有利于提高学生的表达与交流能力，促使学生养成勤于反思的习惯；最后，通过视觉化小结本节课的知识结构，再次让学生积极地消化和吸收 “信息包”，培养学生课后小结与反思的习惯。

通过对几个问题的思考，引导学生回顾自己的学习历程，梳理主要知识和方法，建构知识体系。 在很多的传统数学教学中，学习活动的小结环节往往是围绕知识点的小结，缺乏数学思想的再现与学生困惑的解答。 基于数学多元表征学习理论，首先，教师引导学生从知识内容、学习方法、自我反思收获三方面进行小结，预留思考时间； 接着，鼓励学生互动分享、交流学习；然后，教师强调点拨，这有利于提高学生的表达与交流能力，促使学生养成勤于反思的习惯；最后，通过视觉化小结本节课的知识结构，再次让学生积极地消化和吸收 “信息包”，培养学生课后小结与反思的习惯。

Through the thinking of several problems, we can guide students to review their own learning process, sort out the main knowledge and methods, and construct the knowledge system. In many traditional mathematics teaching, the summary of learning activities is often around the summary of knowledge points, which lacks the representation of mathematical ideas and the solution of students' confusion. Based on the theory of mathematical multi representation learning, firstly, teachers guide students to summarize from three aspects: knowledge content, learning method and self reflection harvest, and reserve thinking time; Secondly, encourage students to share and learn with each other; secondly, teachers should emphasize teaching, which is helpful to improve students' ability of expression and communication, and encourage students to form the habit of diligent reflection; finally, through the visual summary of the knowledge structure of this lesson, let students actively digest and absorb "information package", and cultivate students' habit of summary and reflection after class.<br>