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《课标》中指出:“数学教学活动中,要创设与学生生活环境、知识背景密切相关的,又使学生感兴趣的学习环境,让学生在观察、操作、猜测、交流、反思等活动中逐步体会知识的产生、形成与发展的过程,获得积极的情感体验,感受数学的力量。”可见,让学生在现实的情境中快乐地学习数学,是师生共同的心愿。但是在课堂教学中我发现教师对教学情境的创设还存在一定的问题,下面针对一些具体的案例来分析一下如何合理取舍情境创设,提高课堂教学的有效性。
The “Curriculum Standard” states: “In mathematics teaching activities, we should create a learning environment that is closely related to students’ living environment and knowledge background and make students interested in learning activities such as observation, operation, speculation, exchange and reflection In the gradual realization of knowledge generation, formation and development process, access to positive emotional experience, feel the power of mathematics. ”Visible, allowing students to happy learning mathematics in the real situation is a common aspiration of teachers and students. However, in the classroom teaching, I found that teachers still have some problems in the creation of teaching situations. Here are some specific cases to analyze how to choose the situation to create a reasonable situation and improve the effectiveness of classroom teaching.