启发式教学的灵魂就是问题,通过问题,启发学生的思维感悟.而设置问题的介质就是情境,所以对于数学学科而言,启发式教学的实质是教师从学生已有的知识、经验和思维水平出发,通过创设富有启发性的情境以及思维点拨与方法指导,激活学生的思维,引导学生学会思考并逐步达成教学目标.但在时下的课程与教学改革中,一些教师由于对启发式教学中的问题和情境还停留在比较片面或浅显的层次上,所以对于问题和情境设置并未能体现启发式教学的优越性,从而大大影响了课 Heuristic teaching is the soul of the problem, through questions to inspire students ’perceptions and set the problem of the media is the situation, so for mathematics, the essence of heuristic teaching is from the students’ existing knowledge, experience and level of thinking Starting from creating inspiring situations and thinking points and methodological guidance, we should activate students’ thinking and guide students to learn to think and gradually achieve their teaching goals.But in the current curriculum and teaching reform, Problems and situations still remain at one-sided or superficial level, so the setting of problems and situations does not reflect the superiority of heuristic teaching, which greatly affects the class