数学概念是一切数学学习的开始，小学数与代数中概念的学习对培养学生的数学思维能力起着关键作用，但是这部分概念具有一定的抽象性与概括性，而小学生各项能力的发展都处于初级阶段，他们的思维能力较弱，语言表达欠缺，所以掌握代数概念就有一定的难度，于是我们就有必要研究一套有效的教学策略来帮助学生更好地学习这部分概念。 传统的小学数与代数概念课的课堂上，教师大多侧重概念的记忆和训练，学生被动接受，后期的巩固练习导致重复和低效率，枯燥，形式化，学生无法理解也就很难清楚地记忆概念。所以对小学数与代数概念课的有效教学策略进行研究，对于教师的教和学生的学都具有重要意义和价值。 本文研究的主要问题有：（1）小学数学“数与代数”领域的概念课的教学现状研究与分析；（2）小学数学“数与代数”领域概念课的有效教学策略。研究目的是获得小学数学“数与代数”领域概念课的有效教学策略，以指导教学实践，提高教学效率。围绕研究问题和研究目的，笔者首先通过查阅相关文献资料，进行归纳、整理，找到相关研究中比较缺乏的地方，为论文的研究提供基础和依据。然后通过让学生填写问卷，对部分教师进行访谈，分析调查数据，来了解当前小学数与代数概念教学的现状，为论文提供一定的依据。在平时的教学、教研中、学校的观摩课中不断思考、积累，和学校的数学名师、教学能手交流代数概念课中采取哪些教学策略是有效的，教研员到学校做讲座或听评课活动时，也会向教研员请教代数概念课有哪些有效的教学策略。在教学五年级的代数概念课时进行实践案例研究，在平均学习水平相近的A班和B班进行教学案例实践，展开对比研究。先在其中一个班根据原有的教学设计进行教学，精选有代表性的题目进行当堂检测，及时了解学生的掌握情况，并进行教学反思，改进教学设计，在另外一个班实施改进后的教学设计，再进行学习效果对比，探索对学生学习小学数与代数概念课的有效教学策略有： （1）在建立数感的概念课中，要注重借助直观操作帮助学生感知概念；注重设置丰富的背景信息，让学生在丰富的背景信息下感知概念；注重数形结合，以“形”思“数”，将抽象的数形象化，简单化，隐形的关系显性化，能够帮助学生清晰地、充分地感知概念。 （2）在探究规律的概念课中，要鼓励学生提出不同的猜测，鼓励学生在验证猜测的过程中提出质疑；利用积累的经验迁移；推广应用，注重积累的经验再应用，发现更多的规律。 （3）小学数与代数的概念课在概念导入时，方式要灵活多样。概念形成时，注重概念的承前启后；注重概念理解中表达相近但含义不同的词语的对比与辨析；运用变式教学深化概念；注重学生的语言表达；注重引导学生进行正确的逻辑推理；设计活动单，变教材为学材。概念巩固时，巧用易错题资源；注重新旧概念的整合，使概念系统化；设置多角度的练习。

The concept of mathematics is the beginning of all mathematics learning. The study of concepts in elementary school numbers and algebra plays a key role in cultivating students 'mathematical thinking ability, but this part of the concept has a certain degree of abstraction and generality. The development of primary school students 'capabilities is at the initial stage. Their thinking ability is weak and their language expression is lacking. Therefore, it is difficult to master the concept of algebra. So it is necessary to study a set of effective teaching strategies to help students better learn this part of the concept. In the traditional primary school number and algebra concept class, most of the teachers are behaviorist teaching concepts. In teaching, they focus on conceptual memory and training. Students are passively accepted. Later consolidation exercises lead to repetition and inefficiency, boring, and formal. Students can not understand and it is difficult to clearly remember the concept. Therefore, it is of great significance and value for teachers and students to study the effective teaching strategies of elementary school number and algebra. The main problems studied in this paper are:(1) Study and analysis of the current situation of the concept course in the field of mathematics "number and algebra" in primary schools; (2) Effective teaching strategies for concept courses in the field of mathematics "number and algebra" in primary schools. The purpose of the study is to obtain effective teaching strategies for the concept course in the field of mathematics "number and algebra" in primary school to guide teaching practice and improve teaching efficiency. Firstly, the author summarizes and collates the related literature by reviewing the research problems and the purpose of the research, and finds the lack of relevant research to provide the basis and basis for the research of the paper. Then, by asking students to fill in the questionnaire, interview some teachers and analyze the survey data, we can understand the current situation of elementary school number and algebra concept teaching, and provide a certain basis for the thesis. In the ordinary teaching, teaching and research, and school observation classes, they constantly think and accumulate, and what teaching strategies they adopt in the school's mathematics teachers and teaching experts exchange algebra concept classes are effective. When teaching and researching personnel go to school to give lectures or listen to class activities, The teacher will also be asked what effective teaching strategies are available in the concept of teaching algebra. Practice case study is carried out in algebra concept class in the fifth grade of teaching, and teaching case practice is carried out in classes A and B with similar average learning level, and comparative research is carried out. First, teach in one of the classes according to the original teaching design, select representative topics for testing in the hall, understand the students 'mastery in a timely manner, and carry out teaching reflection, improve teaching design, and implement the improved teaching design in another class. Then compare the learning effects and explore effective teaching strategies for students to learn elementary school number and algebra concept lesson: (1) In the concept course of establishing a sense of number, we must pay attention to helping students to perceive the concept with the help of intuitive operations; Pay attention to setting up rich background information so that students can perceive the concept under rich background information; Pay attention to the combination of numbers and numbers, and use "shape" to think "number" to visualize, simplify, and invisible the relationship between abstract numbers, which can help students clearly and fully perceive the concept. (2) In the concept course of exploring laws, students should be encouraged to put forward different guesses and encourage students to question the process of verifying guesses; Use of accumulated experience for transfer; Promote the application, pay attention to the accumulated experience re-application, find more laws. (3)The concept of elementary school number and algebra should be flexible and diverse when the concept is introduced. When the concept is formed, pay attention to the concept of the past; Pay attention to the comparison and differentiation of words that express similar but different meanings in conceptual understanding; Using variable teaching to deepen the concept; Pay attention to students 'language expression; Pay attention to guide students to make correct logical reasoning. When the concept is consolidated, it is convenient to use easily wrong questions; Pay attention to the integration of the old concepts and systematize the concepts; Set up multi-angle exercises.