问题情境教学,即教师启发学生感知问题情境,引起学生多角度、多方位的注意和思考,挖掘蕴含在情境中的未知因素和信息,让每一位学生都能在自身的知识水平和经验的基础上,经过自己的理解和感悟,提出自己的问题和见解。根据奥苏伯尔的认知同化学习理论,设置恰当的先行组织者、寻求新旧知识之间的联系是学习新知识的一个重要方法。教师可在新旧知识的结合点——认知障碍处创设问题情境,通过引导学生对旧知识的复习,建立新旧知识的联系,培养学生的问题意识,发挥学生的主体作用,使学生学会学习,在学 Problem situation teaching, that is, teachers inspire students to perceive problem situations, arouse students’ multi-angle, multi-faceted attention and thinking, and mine the unknown factors and information contained in the situation, so that every student can have their own knowledge level and experience. Based on their own understanding and understanding, they put forward their own questions and opinions. According to Ausubel’s cognitive assimilation learning theory, setting up the appropriate advance organizer and seeking the connection between old and new knowledge is an important way to learn new knowledge. Teachers can create problem situations at the combination point of new and old knowledge—cognitive impairments. They can establish relationships between old and new knowledge by guiding students to review the old knowledge, cultivate students’ problem awareness, and give full play to the main role of students, so that students can learn to learn. Learning