在初中的数学课堂上设置教学情境,就是老师围绕本节课教学的目标,引导学生去发现、分析并解决问题的过程,且在这过程中学生的相关能力得到训练与提高。它最大的目的就是要让学生在课堂上有问题意识且要能积极参与探究,让学生头脑处于思考状态。情境很多时候是学生已知和未知的纽带,能够让学生对新授内容不产生大的距离感,从而让学生又更好的学生土壤。但是现实教学中情境教学的设置还存在很多的不足,本文就是分析这些不足,并且提出自己的一些应对策略,希望对广大同仁有借鉴作用。 Setting up the teaching situation in the math class of junior high school is the process of guiding the students to discover, analyze and solve the problems around the teaching goal of this lesson. During this process, the relevant abilities of the students are trained and improved. Its biggest purpose is to make students have a sense of problems in the classroom and should be able to actively participate in the inquiry, so that students think in the minds of the state. Situations often serve as a link between known and unknown students, enabling students to feel generously distanced from new assignments, giving students a better student base. However, there are still many deficiencies in the setting of situational teaching in the real teaching. This article is to analyze these shortcomings, and put forward some countermeasures of their own, hoping to have a reference for the majority of my colleagues.