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《数学课程标准》指出:“数学教学要紧密联系学生的生活实际,从学生的已有知识和生活经验出发,创设生动有趣的教学情境,使学生通过观察、操作、猜想、推理、交流等活动,初步学会从数学的角度去观察事物、思考问题,激发对数学的兴趣和学好数学的愿望。”因此,在教学实践中,教师要努力创设情境,密切数学与现实生活的联系,激发学生学习的主动性、积极性,引发学生的数学思考,从而提高课堂教学的有效性。然而在实际创设教学情境时,有时出现了“为了情境而情境”、不符合教学实际,或自行设计、牵强附会等现象,严重影响了课堂教学的有效性。
The standard of mathematics curriculum states: “Mathematics teaching should be closely linked with the students ’actual life, starting from the students’ existing knowledge and life experiences, creating vivid and interesting teaching situations so that students can observe, manipulate, guess, reason, exchange, etc. Activities, initially learn to look at things from a mathematical point of view, think about problems, stimulate the interest in mathematics and the desire to learn math. ”Therefore, in teaching practice, teachers should strive to create situations, close the relationship between mathematics and real life, stimulate Students take the initiative and enthusiasm, triggering students’ mathematical thinking, so as to improve the effectiveness of classroom teaching. However, in the actual creation of teaching situations, there sometimes appear “situation and situation ”, does not conform to the actual teaching, or design, forced attachment, etc., has seriously affected the effectiveness of classroom teaching.