1.Introduction
　　As to the students, the advanced mathematics has the following effects: One is that it is the necessary knowledge tool for the specialized course; two is that it is the best knowledge carrier to cultivate the reason thought ability; three is that it is the important channel to improve the scientific aesthetic consciousness. Soviet Union mathematics educator Stowe lyar points out that:” ifwe want to in the mathematics teaching process, to reflect the creation process of the mathematics in some degree, then we shall not only teach the students how to ‘prove’, but also teach them how to ‘guess’.” “Guess”, as a matter of fact, it is the scientific insight. Firstly, it is to search the conception in the students’ brain; secondly, it is to extend the method from the conception; thirdly, it is to summarize the method into module. These are the” three principles of educational mathematics”.
　　
　　2.Three Principles of Educational Mathematics and the Corresponding Teaching Module
　　2.1 To search conception in the students’ brain
　　Students’ process of understanding and forming mathematics conception is an active psychology process. Therefore, when we arrange the teaching schedule, we shall not only think about that what the students already have in their brain, but shall also think about what the students going to learn. As to the new introduced content, it shall make the students have the familiar sensation.
　　2.2 To produce method from the conception
　　It is not enough to only have conception; it shall also have the method. To produce method from the conception, namely after the producing of conception, it shall quickly transform the conception into method. On the other words, it is to search new conceptions that have connection with the original knowledge system of the interior, nature, deep and wide. And it is to combine the new conceptions with the original certain knowledge, technology and thought which is to further extend and update the new conception.
　　2.3 To summarize the method into module
　　In order to form a unite module, namely to form the general method, and further deduce and extend them into the general module. This module or arithmetic which can effectively settle the one-class problems, is also the “middle artful” advocated by Mr. Zhangjingzhong, the middle artful is not like the small artful which is rigid and trivial, it is not like thebig artful that is absence of a set doctrine. “The small artful is the snacks, and the big artful is a way of keeping healthy. Only the middle artful is the staple food.”
　2.4 The teaching module that is corresponding to the three principles of the educational mathematics
　　The feasible teaching module is: exploring teaching. The procedures are: create the discovering situation--- guiding the students to explore—make a conclusion and discover the accomplishments—apply the discovering accomplishments---put forward new problems---extend the discovering accomplishment. The strategies are: To arrange the teaching content and the teaching process from the angle of discovering. And to combine mathematics knowledge of the conscientiousness with the all kinds of possibilities of the discovering knowledge and to make the teaching process appear the vivid track of the production of knowledge so as to make the students able to experience the process of rediscovering and re-production.
　　
　　3. To Apply the Three Principles of Educational Principles to Guide the Students to Learn the Green Expression and Its Application
　　3.1 Discovering the “Green Expression”
　　3.1.1Create the situations: review and self-examination
　　It is to promote the definite integral of the function of one variable defined in the siding to siding block to the situation that is defined in the function of many variables of the region, curve and curved surface. It is to divide them as the definite integral to calculate, however, it avoids another problem: whether the footstone of the definite integral of the calculation –Newton—Leibnitz expression can promote to the condition of function of many variables?
　　On the other way, if in the L plane there is a smooth close curve which is divided into sections, then the L can enclose a plane close region called D.We know that the integration that is corresponding to the close region D is the double integration, while the integration at the boundary L that is corresponding to the close region D is the curve integration. Now that the close curve can enclose the plane close region, then we will naturally ask: does the curve integration on the boundary L have something to do with the double integration on the close region D?If there is, then what is the relationship? What more, on the two dimension plane, the end point of the close region is the close curve.
　　3.1.2 To use the associate and analogy to explore (责任编辑：南粤论文中心)转贴于南粤论文中心: http://www.nylw.net(南粤论文中心__代写代发论文_毕业论文带写_广州职称论文代发_广州论文网）