1. Attaching importance to the introduction of new concept science is the premise of explaining concepts well. Mathematical concepts are abstract. The introduction of new concepts should be based on students' cognitive level and actual situation, according to the formation and development process of mathematical concepts, combined with the actual production and life, and the application of mathematical teaching AIDS, so that students can feel that the introduction of concepts is natural, reasonable, vivid and intuitive, and easy to understand, and create a good start for concept teaching. 5438+0. Enhance learning interest. Almost every mathematical concept is accompanied by a touching story. Introducing concepts, using pleasant teaching methods and introducing stories can enhance the interest in learning and reduce or eliminate the fear of learning mathematics. 2. Contact the actual production and life, and reflect the concreteness of the concept. For primitive and abstract concepts, it is necessary to link with the actual production and life, and use the practical knowledge that students have mastered to give specific content to the concepts. Let students feel "tangible" about more abstract concepts. For example, the concept of "plane" can be abstracted from the surface of common desktop, wall and other objects. The essential feature of the concept of plane is "infinite extension and no thickness". Through examples, it is helpful to visualize abstract concepts and facilitate students' understanding. Gradually rise to rational understanding and form a correct concept. For example, when learning the concept of pyramid, students can arrange a closed geometric figure in advance, with a polygon at the bottom and a triangle on the other side. In the process of trying to create this geometric figure, the students have made it clear that each triangle must have a common vertex (otherwise it will not close). This is essentially an important connotation of the concept. In this way, students can sum up the concept of pyramid by themselves, which is vivid and exercises their creative thinking ability. 2. Putting forward the essential attribute of the concept is the key to understand the concept. In concept teaching, it is not enough to clarify its practical significance, but also to comprehensively analyze the concept from the perspective of the whole, essence and internal relations of things, highlight its essential attributes, and make students understand the concept correctly. For example, when explaining the concept of function, we should select a certain number of practical problems, express these practical problems by analytical method, image method and list method, abstract the concept of function, and let students realize that the generation of function concept is not determined by people's subjective consciousness, but the objective and practical needs. 3. Contrast and comparison are important methods to master concepts. Mathematical knowledge is very systematic, and most new concepts are established on the basis of old concepts that have been learned, and new attributes have been added. There are differences and connections, similarities and differences between the old and new concepts. Applying comparative method is an important method for students to master new concepts, like complementary similarity, property theorem and judgment theorem, that is, teaching new concepts through comparative method is not only conducive to understanding and mastering new concepts, but also conducive to reviewing and consolidating old concepts, reflecting the process of knowledge occurrence and transfer, and facilitating the cultivation and development of students' broad thinking. Strengthening application is the necessary way to consolidate and deepen the concept. In teaching, in order to facilitate students to form mathematical concepts, it is helpful to temporarily separate the rich connections between related objects and their surroundings, highlight and summarize their essential attributes, and eliminate other interference factors that affect the formation of students' concepts. However, many mathematical concepts obtained by students in this way are relatively isolated and static. In particular, some important concepts involve a wide range of knowledge. Therefore, after the concept is formed, we should exercise in time, strengthen practice, consolidate, develop and deepen the concept. For example, the roots of equations and the zeros of functions seem easy to master on the surface. If these two concepts are separated from the discriminant of roots, the nature of functions, the concept of absolute value and other related knowledge in teaching, students will not fully understand these two concepts. It is far from skilled application, and it can't achieve the purpose of improving problem-solving ability. Some students find it difficult to get started because they don't understand the internal relationship between the roots of equations and the zeros of functions, or get wrong results because they don't grasp the concept of absolute value well. A deep understanding of concepts is the basis of improving problem-solving ability, and conversely, they can deepen and consolidate concepts through necessary problem-solving practice. To sum up, as long as they pay enough attention to the teaching of mathematical concepts ideologically, clarify the purpose and requirements of concept teaching, grasp every teaching link, use analysis and comparison, strengthen practice, reveal the connotation of concepts and grasp the extension of concepts, concept teaching will be greatly strengthened, thus promoting the improvement of mathematics teaching quality.