根据思维进程的方向性,从一般到特殊,从特殊到一般,从特殊到特殊的区别,把推理分为演绎推理、归纳推理和类比推理。这三种推理,在数学教育中具有各自不同的意义与作用。从当今的教学实际看,教材的编写和教师的教学,以及学生的学习,都过份重视演绎,轻视归纳,忽视类比。对于微观的数学方法和技巧训练的多,对于宏观的一般的科学方法重视不够,特别是类比在数学教育中更被“冷淡”。笔者认为,类比在数学教育中的作用不可低估。类比是根据两个对象之间在某些方面的相似和相同,从而指出它在其它方面也可能相似或相同的一种推理方法。作为一种科学方法,只不过是猜测,但正是根据类比进行猜测才导致被研究问题的解决。正如D·波利亚所说:“新课题的解决是通过与已 According to the directionality of thinking process, from general to special, from special to general, and from special to special, inference is divided into deductive reasoning, inductive reasoning and analogical reasoning. These three kinds of reasoning have their own different meanings and roles in mathematics education. From the actual point of view of today’s teaching, the preparation of teaching materials, teachers’ teaching, and students’ learning all place too much emphasis on deduction, neglect, and neglect analogy. Many of the micro-mathematical methods and techniques are not well-trained for macroscopic general scientific methods, and the analogy is more “cool” than mathematics education. In my opinion, the role of analogy in mathematics education cannot be underestimated. The analogy is based on the similarity and similarity between the two objects in some aspects, thus indicating that it may be similar or the same in a different way. As a scientific method, it is only speculation, but it is precisely based on analogy that guessing will lead to the solution of the research problem. As D. Polya said: "The solution to the new topic is through