“解决问题的策略”教学一直是近年来江苏小学数学界讨论的热门话题。随着人们认识不断深入,课堂正发生着悄悄地改变,教师逐步从关注解决具体问题到关注策略感悟,从关注问题解答结果到关注策略形成过程。但笔者还是感到当前很多课堂这种改变不够到位,究其根本原因,还是教师对解决问题的策略教学的本质内涵缺乏深刻的认识。因此,我们有必要对“解决问题的策略”教学的本质作一番探寻。 “Strategy for Problem Solving ” Teaching has always been a hot topic in the discussion of mathematics in primary schools in Jiangsu in recent years. As people’s understanding continues to deepen, the classroom is undergoing a quiet change. Gradually, teachers focus their attention on problem solving from focusing on solving specific problems to focusing on strategy sentiment, and from focusing on problem solving to focusing on strategy formation. However, I still feel that many of the current classroom changes are not in place. The fundamental reason for this is that teachers still lack a deep understanding of the essential connotation of strategy teaching for problem solving. Therefore, it is necessary for us to explore the nature of “problem-solving strategy” teaching.