1. In concept teaching, we should accurately grasp the teaching scale according to the requirements of stage teaching.

The new curriculum standard of high school mathematics puts forward clear teaching requirements for all grades and teaching stages. Teachers must accurately grasp the teaching scale and help students form correct and clear concepts according to the arrangement intention of teaching materials and the teaching requirements of each stage.

2. Understand the concept on the basis of excavating its connotation and extension.

The introduction of new concepts is the inheritance, development and perfection of existing concepts. Because some concepts are rich in connotation and extensive in extension, it is difficult to reach the goal in one step, and they need to be deepened and improved step by step at several levels. Through the comparative analysis of the old and new concepts, teachers can make students discover and understand the relationship between the old and new concepts, so as to master the concepts, which is called concept assimilation.

Therefore, in concept teaching, teachers can't ignore "concept assimilation", which is the main form of acquiring concepts. With the improvement of students' grades and the accumulation of knowledge, "concept assimilation" should gradually become the main form for students to acquire concepts.

3. Concept teaching cannot ignore practice.

When high school students study mathematics, they often abstract and summarize mathematical concepts step by step through vivid, concrete and intuitive perceptual materials, and teachers can't ignore the link of combining with practice.

For example, in the initial concept teaching, teachers can introduce concepts by listing specific things that students are familiar with, and attach importance to excavating factors related to real life in the teaching process, so that students can master concepts and apply concepts to solve mathematical problems in life.