一、提出探究问题,创设问题情境在数学教学中,创设直接恰当的问题情境可以启发学生的思维,为学生提供广阔的思维空间。教师要对教学内容进行“问题化”再加工,使学生先进人问题情境,再实践体验、解决问题。如数轴概念的教学,可以先让学生观察生活中的杆秤特点:拿根杆秤称物体,移动秤砣使秤杆平衡时,秤杆上对应星点表示的数字即为所称物体的重量,秤砣越往右移所称的物体越重。同 I. Proposing inquiry questions and creating problem situations In mathematics teaching, the creation of direct and appropriate problem situations can inspire students’ thinking and provide students with broad thinking space. Teachers need to “resolve” the content of teaching content so that the students can solve problems with advanced people, and then practice and solve problems. For example, in the teaching of the concept of number axis, students can first observe the characteristics of steelyards in their lives: When the scales are weighed and the scales are weighed so that the scales are balanced, the number represented by the corresponding star point on the rod is the weight of the object, and the scale goes right. The heavier the object to move is called. with