“创设情境”是小学数学教学中常用的一种策略。创设情境对于激发学生的学习兴趣具有重要的作用,目前很多教师在数学教学实践中都十分重视结合教学内容“创设情境”。创设情境提高了数学课堂的生动性、新颖性、趣味性,对于数学教学具有重要的价值。但是存在一些教师对教学情境的创设认识不到位,为了片面追求狭隘的教学情境,甚至扭曲了激趣教学的初衷,致使数学教学难以取得实效。那么该如何创设有效的教学情境呢?结合教学实践谈谈自己的一些看法,下面就围绕如何把握好教学情境创设的“效”与“度”展开讨论。 “Creating situation ” is a commonly used strategy in primary school mathematics teaching. Creating situations has an important role in stimulating students’ interest in learning. At present, many teachers attach great importance to the teaching content “creating situations ” in mathematics teaching practice. Setting up the situation improves the vividness, novelty and interest of the maths classroom, which is of great value to maths teaching. However, some teachers do not know enough about the creation of teaching situations. In order to unilaterally pursue narrow teaching situations, they even distort the original intention of curious teaching, which makes mathematics teaching difficult to be effective. How to create an effective teaching situation? To talk about some of their own views based on teaching practice, the following discussion on how to grasp the “situation” and “degree” created by the teaching situation.