当前,在新课改不断深入的过程中,情景式教学是课改之后受到众多关注的焦点.当前苏教版高中数学的教材编写是采用了(设置情景问题→学生学习活动→数学理论巩固→知识运用→回顾总结)这样的一个逻辑顺序安排教学内容,虽然这是教材安排制定的内容,但是在实际的教学过程中,很多老师对于情景创设的分寸还是不能有效掌握,对情景创设还没有全面地了解清楚,往往就导致很多无效的情景创设出现.因此,本 At present, in the process of deepening the new curriculum reform, situational teaching is the focus of many attentions after the curriculum reform.At present, the textbook compilation of high school mathematics in the Soviet version is adopted (setting the scene problem → student learning activities → consolidating mathematical theory → The use of knowledge → review summary) arranged in such a logical order of teaching content, although this is the preparation of teaching materials, but in the actual teaching process, many teachers for the creation of scenarios or still can not effectively grasp the scenario creation is not comprehensive To understand clearly, often lead to a lot of invalid scene creation appears