数学概念是构成数学知识的基本元素，小学数学中的概念又是构成整个概念体系的基石。目前，在小学数学概念的教学中，存在学生忽视概念产生与形成过程的情形，这使得学生难以获得丰富有益的学习体验，难以对概念进行理解性的意义建构。数学绘本以图文并茂的形式呈现数学内容，具有贴近生活的故事情境、顺应儿童获得概念的认知发展规律的特点，故而其有望进入小学数学的课题教学中。因此，研究小学数学绘本的教育价值和教学运用方式，是对小学数学概念教学的有意义的探索。 本研究采用准实验的方法，探究基于数学绘本的实践活动对小学四年级学生的影响。准实验研究于2019年3月初在北京市朝阳区某小学正式实施，实验对象是四年级学生，一共开展了六次课程教学活动。实验组开展基于绘本的实践活动进行数学概念教学；对照组使用多媒体课件进行传统数学概念教学。本研究还采用内容分析法、访谈法、问卷调查法等方法，探究绘本融入小学数学教学对学生产生的影响，以期给一线教师提供切实可行的绘本教学方法和策略。 研究结果表明，基于数学绘本的实践活动能帮助四年级的小学生很好地理解并掌握数学概念，也提升了学生问题解决能力。此外，绘本融入数学教学对学生的自我效能感和心流经验产生了积极的影响，但运用绘本教授抽象和断层性的数学概念上，效果不是很明显。由此可见，将数学绘本运用于小学数学的课堂教学当中，是对当前小学数学课堂教学的有益补充。

The mathematical concept is the basic element that constitutes mathematical knowledge, and the mathematical concept of primary school is the cornerstone of the mathematical concept system. At present, students ignore the process of concept generation and formation in the teaching of primary school mathematics concepts, which makes it hard for students to obtain rich and beneficial learning experience, not to mention understand the concept meaningfully. Mathematical picture book conforms to the children’s cognitive development rules with illustrated mathematical contents and stories that close to life, and it is expected to be introduced into the subject teaching of primary school mathematics. Therefore, the study on the educational value and teaching application mode of mathematical picture book is a meaningful exploration of the teaching of mathematical concept in primary school. This study adopts quasi-experimental research to explore whether the practical activities based on mathematical picture book have an effect on the primary fourth grade students. The experiment was formally implemented in a primary school in Beijing, in early March 2019. And the experimental objects were fourth-grade students. Six teaching activities were carried out in total. The experimental group carries out practical activities based on picture book to teach mathematical concept. The control group uses the traditional multimedia courseware to learn mathematical concepts. At the same time, content analysis method, interview method and questionnaire survey method are also adopted to explore the teaching effect of integrating picture book into mathematical classes in primary school, so as to provide feasible teaching suggestions and strategies to front-line teachers. The results showed that the practical activities based on picture book could help students better understand and master mathematical concept, improve their problem-solving ability. Moreover, the integration of picture book into mathematics teaching has a positive impact on students’ interest in mathematics reading and self-efficacy. However, the effect of teaching abstract mathematical concept with picture book is not obvious. Therefore, the application of mathematical picture book in primary school’s mathematics classroom teaching is a beneficial supplement to the current primary school mathematics teaching