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《实验版课程标准》提出:数学教学要紧密联系学生生活的情境,从学生已有经验出发,创设符合学生自主学习的情境。所以在课改以来,教师千方百计地为课堂教学创设情境,以此来吸引学生的注意力,激发学生学习兴趣。可谓“无课不情境”。但是随着对课改精神的践行和摸索,很多一线教师提出一些所谓的情境是伪情境,是为了情境而情境,这就与课改精神背道而驰了,于是关于如何创设科学的真实
The experimental version of the curriculum standard puts forward that mathematics teaching should be closely linked with the situations of students’ life, starting from the students’ existing experiences and creating situations that conform to the students’ autonomous learning. Therefore, since the curriculum reform, teachers do everything possible to create a context for classroom teaching, in order to attract students’ attention and stimulate students interest in learning. Can be described as “no lesson without situation ”. However, with the practice and exploration of the spirit of curriculum reform, many front-line teachers put forward some so-called situations that are false situations and situations and situations, which run counter to the spirit of curriculum reform. So how to create scientific truth