First, understand the concept in the process of experiencing the mathematical concept. The introduction of mathematical concepts should proceed from reality, create scenarios and ask questions. Through the obvious and intuitive examples related to the concept, let students perceive the concept in the experience of specific problems, form perceptual knowledge, and extract the essential attributes of perceptual materials through the observation and analysis of a certain number of perceptual materials. This lesson introduces the running track of playing Shenzhou VI with the help of multimedia courseware. These obviously related and intuitive life examples of oil tanker cross-section outline make students have a full perceptual understanding of ellipses, make them think of things similar to ellipses in daily life, such as eggs and watermelons, and then lead them to discuss whether eggs and watermelons are ellipses, which makes them have a strong interest in the ellipse content they want to learn. Second, introduce the concept into the "nearest development zone" of knowledge. Many concepts in mathematics are closely related. How to master concepts on the basis of the relationship between old and new concepts, the recent development theory of Soviet educator Vygotsky provides a strong theoretical basis for finding such a relationship. The recent development theory holds that teachers' teaching activities should stimulate and start a series of internal development processes of students at the current development level. Let students think through their own efforts and complete a higher level of knowledge than their existing knowledge. This level of knowledge can be achieved through the efforts of students. At the same time, Piaget's basic view on constructivism points out that students gradually construct knowledge about the external world in the process of interaction with the surrounding environment. So as to develop their own cognitive structure. The interaction between students and the environment involves two basic processes: assimilation and adaptation. Assimilation and adaptation are two ways for learners to change their cognitive structure. Assimilation is the quantitative change of cognitive structure, and adaptation is the qualitative change of cognitive structure. Assimilation-adaptation-assimilation-adaptation ... cycle after cycle, balance-imbalance-imbalance, alternating with each other. The conflict between old knowledge and experience, and the reorganization of cognitive structure caused by it. The learning process is not a simple information input, storage and extraction, but a two-way interactive process of old and new knowledge and experience, that is, the interactive process between learners and learning environment. When introducing the concept of ellipse in this lesson, it is based on these concepts. The teacher asked the students to review "The Formation of a Circle". And use a line to demonstrate the formation process of the circle on the blackboard: the figure formed by the rotation of the line segment around an endpoint. Then two students cooperate to demonstrate the formation process of an ellipse on the blackboard, and at the same time let the students carefully observe the difference between the formation of a circle and the formation of an ellipse: the formation of a circle depends on a fixed point and a fixed length, while the formation of an ellipse needs it. In this way, students can "jump up" on the basis of "circular formation" and pick "peaches" in "oval formation". Then demonstrate the discussion of "fixed length" in the process of ellipse formation with multimedia, so that students can understand that only when "fixed length" is greater than the distance between two "fixed points" and "fixed length" is equal to the distance between two "fixed points" can an ellipse be drawn.