《数学课程标准》指出:学生的学习内容要紧密联系学生的生活实际,让第一学段的学生在生动具体的情境中学习数学,第二学段的学生在现实情境中体验和理解数学。于是,越来越多的教师就从生活中选取素材,创设有趣的教学情境,激发学生的学习兴趣。但在我们的实际教学中,由于人们对创设情境的意义理解不同,创设的情境所起的作用也就不同,与课标倡导的精神不相吻合,失去了应有的价值,这引 The Mathematics Curriculum Standard states that students ’learning content should be closely linked with the students’ actual life so that students in the first semester can learn mathematics in vivid and specific situations and students in the second semester can experience and understand mathematics in realistic situations. As a result, more and more teachers choose materials from their daily life and create interesting teaching situations to stimulate students’ interest in learning. However, in our actual teaching, since people understand different meanings of creating situations, the created situations have different roles, which do not coincide with the spirit of curriculum standard advocacy and lose their due value.