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情境式教学是新课改中备受瞩目的焦点,苏教版高中数学教材采用了“设置问题情境—学生学习活动—数学理论巩固—数学知识运用—回顾总结”的逻辑顺序安排教学内容,然而在实际教学中,许多教师还是很难把握情境创设的分寸,对情境创设的认识不够导致无效的情境创设。本文在此探讨情境创设的方法和应当注意的问题,并结合适量的例子加以说明。
Situational teaching is the focus of attention in the new curriculum reform. The textbook of high school mathematics of the Soviet version adopts the logical order of “setting problem situation - students’ learning activities - consolidating mathematical theory - applying mathematics knowledge - reviewing summary” However, in actual teaching, many teachers still find it hard to grasp the sense of proportion of situation creation, and the lack of understanding of situation creation leads to the creation of invalid situations. This article explores the situation creation method and should pay attention to the problem, combined with the appropriate examples to illustrate.