《数学课程标准》中明确指出:“让学生在生动具体的情境中学习数学。”如何有效创设数学教学情景,巧妙把握教学的切入点,切实提高学生的思维能力,成了我们应该思考的问题。数学问题情境是学生掌握知识、形成能力的重要源泉。亚里士多德作过这样精辟的阐述:“思维从惊讶开始。”数学学习过程也是一个不断发现问题的动态过程,“创设问题情境”就是就是把若干新知渗透到奇妙有趣的情节、场景和故事之中,把学 “Mathematical Curriculum Standards” clearly states: “Let students learn mathematics in a vivid and specific context.” How to effectively create mathematical teaching scenarios, master the teaching starting point, and effectively improve the thinking ability of students has become a question we should think The problem. Mathematics problem situation is an important source of students to master knowledge and form ability. Aristotle made such incisive expositions: “Thinking begins with astonishment.” The mathematical learning process is also a dynamic process of continually discovering problems. “Creating problem situations” means infiltrating certain new knowledge into the wonderful and interesting Episodes, scenes and stories, learn