一、创设问题情境的理论依据根据脑科学研究,人的大脑左右两半球既有分工又有合作。在语言、逻辑、计算等方面,左脑有明显优势,而右脑在处理非语言材料,解决空间问题,尤其在形象、情感等方面功能远大于左脑。情境教学较好地协调了大脑两半球协同、互补的作用,满足了学生的心理需要,激发了学生的学习兴趣,促进了学生的自主学习。情境教学充分运用了人的直观认识原理,反映论认为,人的感觉、概念和全部认识过程都 First, the creation of a theoretical basis for the problem situation According to brain science research, the human brain left and right hemispheres both division and cooperation. In terms of language, logic, computation and so on, the left brain has obvious advantages, while the right brain handles non-verbal materials and solves space problems, especially in terms of image and emotion. Situational teaching has better coordinated the synergic and complementary roles of the two hemispheres in the brain, meets the psychological needs of students, stimulates students ’interest in learning and promotes the students’ autonomous learning. Situational teaching makes full use of people’s intuitive understanding of the principle, reflection theory that people’s feelings, concepts and all cognitive processes are