本文试结合几何光学的教学,对物理情境的创设作点肤浅的探讨.笔者在多年的复习课教学中发现,一般学生对光的直进规律、折射规律以及全反射规律等都理解甚微,虽算了题,但不知其内涵,更谈不上各规律间的内在联系了.再如,在透镜成像类问题中,常涉及“视场”问题、“光斑”问题、“暗环”问题、“看尺”问题、“盲区”问题、“追赶”问题以及“多解”问题等等,由于学生缺少对这些问题由来的了解,因而即使驾驭了丰富的数学工具,也显得“无用武之地”.那么,怎样对症下药呢?笔者在教学中巧妙地设置了以下几种物理情境,收到了一定的成效. This article tries to combine the teaching of geometrical optics with a shallow discussion of the creation of physical situations. The author found in many years of review class teaching that the average student has little understanding of the laws of light advancement, the law of refraction, and the law of total reflection. Although it is a problem, but I do not know its connotation, let alone the internal relations between the laws. Another example, in the lens imaging problem, often involves the “field of view” problem, “spot” problem, “dark ring” problem Problems such as “viewing ruler”, “blind area” problem, “chasing down” problem and “multiple solutions” problem, etc. Because students lack understanding of the origin of these problems, even if they have mastered a wealth of mathematical tools, they appear to be useless. “. So, how to prescribe the right medicine? The author cleverly set up the following kinds of physical situations in teaching and received certain results.”