精心创设情境是提高教学有效性的一项重要教学策略,然而在课堂教学实践中,部分教师对情境创设的理解存在偏差,因而步入了情境创设的误区,使情境创设低效甚至无效。笔者例举了四种情境创设的误区,进行了深入的分析和反思,以期走出误区,达到激活学生科学思维,提高课堂教学有效性的目的。 Careful creation of context is an important teaching strategy to improve the effectiveness of teaching. However, in the practice of classroom teaching, some teachers’ understanding of situational creation is biased, so they go into the erroneous zone of situation creation to make the situation creation ineffective or ineffective. The author illustrates the errors created by the four situations and conducts in-depth analysis and reflection so as to get out of the myth and achieve the goal of activating students’ scientific thinking and improving the effectiveness of classroom teaching.