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1、有关问题情境在初中数学课堂教学中的实践研究中英问对照About the problem situation in teaching of junior middle school mathematics classroom practice research in English and ask随着新课程改革的逐步深入，问题情境已经被越来越多的数学教师所熟识。但是遗憾的是，很多数学教师在如何创设问题情境这个问题上还显得一知半解。基于此种情况，本文主要针对如何在初中数学课堂教学中创设问题情境展开论述，希望能进一步提高学生的数学兴趣。With the new curriculum reform g
2、radually thorough, problem situation has been known by more and more mathematics teachers. But unfortunately, many mathematics teachers on how to create problem situation also appears a little knowledge on this problem. Based on the situation, this article mainly aims at how to create problem situat
3、ion in junior middle school mathematics classroom teaching, hoping to further improve the students interest in mathematics. 所谓的创设问题情境就是指如何给学生营造一个问题氛围，让学生在教师问题的引导下对数学问题进行探索，最终掌握相关的数学知识。我通过多年的教学实践发现，创设有效的问题情境不仅可以激发学生的数学学习兴趣，还可以提高我们的课堂教学质量。那么，究竟如何在初中数学课堂教学中创设问题情境呢？下面，我结合自己的教学实践谈谈几点看法。Creating problem s
4、ituation means how to creating the atmosphere of a problem to the student, lets the student under the guidance of teachers questions to make a study of mathematical problems eventually mastering the related mathematical knowledge. I found after years of teaching practice, creating effective problem
5、situation can not only stimulate students interest in maths study and it can improve our classroom teaching quality. Then, actually how to create problem situation in junior middle school mathematics classroom teaching? Below, I combined with their own teaching practice to talk about. 一、结合趣味故事创设问题情境
6、A creating problem situation, combined with interesting story 初中生由于年纪普遍不大，因此他们对一些故事都非常感兴趣。为了打破数学课堂过于沉闷的氛围，我们数学教师可以适当的结合一些故事创设问题情境。这样便于激发学生的学习积极性，让学生在短时间内快速集中注意力。Junior high school students because of the age is generally small, so they are very interested in some stories. To break the mathematics cl
7、assroom is too depressing atmosphere, our mathematics teacher may be combined with some stories of creating problem situation appropriately. It is easy to stimulate students learning enthusiasm, lets the student in a short time rapid concentration. 例如，我在执教“有理数的加法法则”的时候，为了更好的创设问题情境，我给学生讲了这样一个故事：“在一座原
8、始森林里，有两只小松鼠在玩耍，玩着玩着它们发现了一棵结了很多松子的大松树，看到此种情况，两只松鼠快速的爬上了大松树。其中的一只松鼠先爬了4米，然后爬了3米终于摘到了很多松子；而另外一只松鼠先爬了5米，但是不小心又失足滑下了1.6米，结果晚了一步。”同学们听到这个故事陷入了深深的思考当中，看到这种情况，我适时的抛出问题：“请大家算下这两只松鼠各爬了多少米，另外一只松鼠还要爬多高才能够到松子？”问题抛出之后，学生纷纷计算起来，得出了问题的正确答案。在我的引导之下，学生也逐步掌握了有理数的加法法则。I in coach, for example, rational number addition l
9、aw, in order to better create problem situation, I told the students a story like this: in a primeval forest, there are two little squirrel playing, playing with playing with a bearing a lot of pine nuts they had discovered a big pine tree, see the situation, two squirrel quickly climbed up the big
10、pine trees. One of the first squirrel climbed 4 meters, then climbed to 3 m finally picked many pine nuts; and the other a squirrel climb the first five metres, but accidentally slipped down under 1.6 meters, the late step. Students heard the story fell into deep thinking, see this kind of situation
11、, I timely throw question: please everyone work under this two squirrel climbed how many meters each, plus a squirrel climb much higher to be able to pine nuts? Question thrown, students have to calculate, and the correct answer to the question. Under my guidance, students also gradually mastered th
12、e rational addition rule. 结合故事创设问题情境是一种有效的问题情境创设方法之一，只要运用的合理就可以创设出高效的问题情境，激发学生的学习积极性。Combined with the story creating problem situation is one of the problem situation creation method is an effective, as long as reasonable use can create efficient problem situation, stimulate students learning enthu
13、siasm. 二、结合生活实际创设问题情境Second, combining the reality of life to create problem situation 在人教版初中数学教材中，有很多数学知识是可以与我们的生活实际联系起来的。 例如，我在执教“轴对称图形”这个数学概念的时候，为了更好的让学生理解这一数学概念，我创设了下面这样一个情境：“剪纸艺术是我国传统的民间艺术，请问同学们都会剪纸吗？”同学们有的表示会，有的表示不会。然后我出示了一段民间艺人剪纸的视频，学生看的都非常入神，纷纷对这些民间艺人的剪纸手艺表示惊叹。精美的蝴蝶、红双喜在艺人的手底下呈现在学生的面前，这不得不让人
14、佩服。看到学生如此的羡慕，我提出了这样的问题：“你们有没有发现艺人所剪出的图片都有什么共同特征吗？”听到这个问题，马上就有学生回答道：“这些剪纸都是对称的！”通过这名学生的回答，大家纷纷表示确实都是这样的。于是我顺势说道：“这就是我们今天要学习的轴对称图形，下面我们进行对轴对称图形的学习。”In one version of junior middle school mathematics teaching material, there are a lot of mathematical knowledge can be linked with our life actually. I in
15、 charge, for example, the mathematical concept of axisymmetric graphics, in order to make students understand the mathematical concepts, I created the following such a situation: paper-cut art is Chinas traditional folk art, can you tell me the students will be paper-cutting? Students said they woul
16、d, says it will not. Then I show the video of a folk artists paper-cutting, students see the tangents, have told the paper-cutting art of folk artists. Beautiful butterflies, double happiness in artist at present in front of students, this had to let a person admire. See students so envy, I raised the question: have you found that artists have cut out pictures of what are common characteristics? Hear
