There are many important things in mathematics learning, including concepts, theorems, properties and problems. Among them, concept is a very important carrier of learning mathematics, so concept teaching should be a very important starting point in our mathematics teaching. Many things are centered around a core concept, so we must attach importance to concept teaching. It emphasizes the reason why we put concept teaching in a very prominent position. An important reason is that there is a tendency to ignore concept teaching in the middle school mathematics teaching we are in contact with. Many classes explain concepts in a short time, and then explain the definition to become a problem-solving class. The concept class has become a problem-solving class, which leads to insufficient understanding of concepts and misunderstanding of learning mathematics by doing problems. ) The neglect of concept teaching comes from two aspects. On the one hand, teachers do not pay enough attention to it. On the other hand, students don't attach importance to it, but in fact, the formation of new concepts is a process of entering a new knowledge field from the original knowledge field, thus establishing a new knowledge field. The understanding of new concepts is often because students don't pay enough attention to new knowledge, which leads to the bad consequences of students' later study and then go back to make up for it. At this time, it is not meaningful to make up for it, which leads to misunderstanding. Teachers must attach great importance to this problem, otherwise, students' reform will always be a poor meal, which will not only fail to promote students' development, but also cause a series of chain reactions and restrict students' development. The deepest connotation of mathematical thought and mathematics is actually embodied by mathematical concepts, but from the students' performance, both exams and homework are completed in the form of exercises, which leads to insufficient attention to concepts (this is because the form of training is not a big and important topic, so the form of training and evaluation should be changed), and relying solely on a large number of exercises to make up for the lack of understanding of concepts leads to low learning efficiency. Teachers and students are very tired, not worth the loss. On the contrary, if a concept is clear, you can have a clear understanding of the topic or problem. The reality is that this concept takes a few minutes to present, and then it is compensated by a lot of problems. There are several problems in concept teaching: 2. Some concepts are not so important. An important idea is to learn to recognize what is important in our daily teaching. The so-called important concept is the concept that can reflect the essence of mathematics. How to judge which concept is important is the first problem that teachers should consider. The concept of once or occasionally, certainly not so important. It must be an important concept that often or constantly appears in learning, such as the understanding of function, monotonicity and operation. For a teacher, for the concept class, we must first grasp the position of concepts in the whole mathematics or a certain field, such as monotonicity. First, the change of function is depicted in the image, which reflects the extreme value problem of function and the inverse function problem (in this problem, the one-to-one correspondence between domain and range can only be maintained under continuous conditions). For example, monotonicity can also be used to solve the uniqueness problem of function zeros and inequalities. For teachers, although this lesson is not about this content, they should have a psychological grasp as a whole, so as to better handle the content of this lesson. Monotonicity of learning function, in the high school stage, is to master the shape of function graph, monotonously rising and monotonously falling, which basically determines the shape of function, and the extreme value problem is also determined by monotonicity. The problems to be studied in the future are all extensions of this problem. Any important mathematical concept must consider its role in the whole high school mathematics curriculum and its internal relationship with other mathematical contents to be studied in order to have an important position in a class. However, we must grasp the degree, be clear about what we want to say, have a comprehensive consideration, consider linking the former with the latter, prevent one step from reaching the designated position, and be clear about what to do in the first class and what to do later. If it is a monotonous elementary class, it is necessary to establish the concept of monotonicity, help students understand the basic procedures of dealing with monotonous functions, and have enough time and carrier to consider the problem of proof. Positioning is indeed an important issue to be considered in concept teaching. Teachers are required to deeply study students' cognitive process of monotonicity, divide the cognitive process into several stages: concept formation, concept understanding and concept expansion, and design a series of questions according to students' cognitive characteristics. Through these questions, students are gradually guided to establish a more reasonable and simple concept understanding according to their own cognitive habits and laws, starting from specific functions, starting from students' cognitive level and specific things. It is easy to give students an intuitive impression and gradually implement it in the text. In this process, the rich mathematical ideas contained in the concept are displayed, familiar problems are excavated and well used, and then new things are learned. Not only do we get new concepts, but more importantly, we embody a way of thinking, and a sense of hierarchy comes out. This is an inductive thinking. This is very important. Mathematics is highly abstract, but the result of induction. Problem is the core of mathematics, so we should pay attention to cultivating students' problem consciousness. Before class, the teacher takes the students' teachers to arrange study. By reading the textbooks carefully, we can understand and find problems and ask questions, and communicate with teachers and students in class to solve problems together. In this process, students' learning ability is cultivated. However, when designing problems, teachers must distinguish which are the main problems, which are secondary problems, which are relatively concentrated problems, which are relatively scattered problems, which are * * * problems and which are individual problems. In the concept of monotonicity, "arbitrary" and "interval" are essential things, and arbitrary description is its characteristic. Interval defines the research scope and is a subset of the definition domain. These are all important issues that must be highly valued.