The abstraction of mathematical concepts determines the key first step of introducing mathematical concepts intuitively (taking the teaching of functional concepts as an example only), which will help to form the foundation of concepts. The quality of the introduced design and organization will directly affect the smooth progress of teaching activities, affect students' analysis, comparison and perception of mathematical concepts in perceptual materials provided by teachers, and affect the formation of mathematical concepts. Based on the abstraction of mathematical concepts, mathematical concepts should be integrated into life in teaching, introduced with real life examples, and students' real life experiences and familiar things in life should be used to complete their basic feelings and preliminary understanding of functions by following the basic route of "example-perception-abstraction-cognition". Problem scenarios are the basic materials and means, teachers' on-demand and inspiration are the basic methods, and students' thinking is the main activity. Feel the embryonic form of mathematical concepts in life through students' thinking. In the introduction of this link, the intuition and similarity of examples reflect the transition back to nature and highlight the truth that "mathematics comes from life and is higher than life"
Secondly, the teaching of mathematical concepts requires the timeliness of concept formation (forming abstract concepts)
Taking the appropriate prototype in life as the carrier is like a stimulus model. Under the guidance and inspiration of teachers, students can fully observe, analyze and compare the initial perceptual activities, sum up the similarities and differences of these prototypes, and unconsciously experience the formation process of the concept of "seeing". At this point, the mathematical essence and abstract expression of mathematical concepts are fully displayed. The requirements of low starting point and gentle slope here are necessary. Therefore, what is needed in teaching is stability, not haste, but further extension of the introduced problem situation. Let mathematical concepts come in timely and effectively. Let the mathematical essence of function concept become less abstract and difficult to understand, less boring and more intuitive, and let students feel and feel initially.
Thirdly, mathematics concept teaching requires the accuracy of concept deepening.
The initial formation of mathematical concepts reflects the abstract process from general to special. Students may not really understand the mathematical concepts formed in this process, and they are basically in a state of little knowledge. Therefore, deepening mathematical concepts has become the third important link in teaching. Through deepening, students' understanding and mastery of mathematical concepts are enriched, deepened and consolidated. At the same time, in the process of deepening, it is conducive to cultivating students' profundity, agility, creativity and criticism, and can strengthen students' various abilities.