现在的新课程教育理念不主张问学生“你懂了吗?”而是问学生“你学会了吗?”因此如何提高45分钟的效益是每一位教师所面临的课题．教学生学会学习,喜欢学习,激发学生的学习积极性就显得格外的重要．在数学课堂教学中,问题情境可以是一则故事、一段数学史料、一个游戏、一次数学实验、一个实际问题、一个历史数学问题,也可以是一种类比关系等等．尽管 The current concept of new curriculum education does not advocate asking students “Do you understand?” but asks students “Did you learn?” So how to improve the effectiveness of 45 minutes is a task for every teacher. It is especially important to teach students to learn, like to learn, and to stimulate students’ enthusiasm for learning. In mathematics classroom teaching, the problem situation can be a story, a historical material of mathematics, a game, a mathematical experiment, a practical problem, a historical mathematics problem, or an analogical relationship. in spite of