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在当前小学数学教学中,情境教学已引起普遍重视,原有的课堂教学结构逐步转变为:创设情境——探究新知——巩固应用。创设好的情境,使数学知识更贴近社会生活与儿童的实际,可以改变原来枯燥、抽象的数学教学状况。但遗憾的是,教师在情境创设中还存在着许多问题,教师呈现给学生的情境有些并非是学生熟悉的,是不符合生活情理的。这样的情境展开后,学生感觉不到数学问题的存在,或者无法挖掘与所学知识相关的数学问题。这种情境教学中价值不大,甚至是无意义的。
In the current primary school mathematics teaching, situational teaching has aroused universal attention, the original classroom teaching structure gradually transformed into: to create the situation - to explore the new knowledge - to consolidate the application. Creating a good situation, so that mathematical knowledge closer to the social life and the reality of children, you can change the original boring, abstract mathematical teaching. However, unfortunately, there are still many problems teachers create in the situation. Some of the situations teachers present to students are not familiar to students and do not conform to the life principle. When such a situation unfolds, students do not feel the existence of mathematical problems or can not mine mathematical problems related to what they have learned. This situation teaching is of little value, or even meaningless.