教学情境的创设至少可以追溯到课程改革之初,十多年来的高中数学情境创设研究催生了大量的研究成果,应当说这是高中数学教学中的一件幸事。在诸多成果中,我们注意到一线教师的研究对象与结果更多的是基于经验层面,也就是说大量的论文与课题研究成果,都是一些经验性总结与归纳。从教学研究的基本要求上来看,这是必要且必须的,因为在实际教学中我们最容易形成的就是经验,实际影响我们教学行为的往往也是基于经验生成的缄默知识。而从研究的深度与广度来看,乃至于从教学智慧生成的角度来看, The creation of teaching situations can at least be traced back to the beginning of curriculum reform. Over the past decade, research on creating high school mathematics situations has spawned a large number of research results. It should be said that this is a blessing in high school mathematics teaching. Among many achievements, we noticed that the research objects and results of front-line teachers are more based on the experience level, that is to say, a large number of papers and research results are all empirical summarizations and inductions. From the basic requirements of teaching and research, this is necessary and necessary, because in the actual teaching, we are the easiest to form the experience. The actual influence on our teaching behavior is often based on experience-generated tacit knowledge. From the perspective of the depth and breadth of research, and even from the perspective of the generation of teaching wisdom,