情境创设对于解决学生写作时言之无物，缺乏真情实感和思想的问题，提高学生的写作兴趣、表达欲、表现欲和思维能力有重要作用。但在实际的教学过程中，教师的情境创设却存在不少的误区和问题。故而，本文旨在通过对两位特级教师李吉林和于漪老师在写作教学中进行情境创设的理论与实践的研究，探索和总结出在写作教学中进行情境创设的科学理念和基本策略，为语文写作教学的实践提供参考。在这一宗旨下，本文主体共分为五个部分。首先从基本概念出发，理清情境创设的核心概念；其次分别论述李吉林和于漪两位特级教师在写作教学中情境创设的贡献、理念和策略；然后，将二位老师的相关理论方法进行对比研究，总结二位老师的情境创设在尊重学生写作主体地位、重视情感渗透和促进学生素质的全面发展上的共性，在创设的立足点、目标层级、方法、节点和频次上的差异；最后，结合对比研究情况，总结出两位老师的理念对当下语文写作教学的情境创设的启示：重视情境的生活性、情感性、综合性和问题导向，在命题中重视情境，以及循序渐进和适度的原则。

Creating situations is important to solve the problem of students' lack of real feelings and ideas in writing, and to improve students' interest in writing, desire for expression, desire for performance and thinking ability. However, in the actual teaching process, there are many misconceptions and problems in teachers' situation creation. Therefore, this paper aims to explore and summarize the scientific concepts and basic strategies of situation creation in writing teaching through a study of the theory and practice of two special teachers, Li Jilin and Yu Yi, in order to provide reference for the practice of language writing teaching. Under this purpose, the main body of this paper is divided into five parts. Firstly, the core concept of situation creation is clarified from the basic concept. Secondly, the contributions, concepts and strategies of two special teachers, Li Jilin and Yu Yi, respectively, in situation creation of writing teaching are discussed. Then, the theoretical approaches of the two teachers are compared. The commonalities of their situation creation in respecting the main position of students' writing, attaching importance to emotional penetration and promoting the overall development of students' quality are summarized, as well as the difference in the foothold, target level, method, node and frequency of creation. Finally, in the light of the comparative study, the two teachers' ideas are summarized as inspirations for the creation of situations in writing teaching today: emphasis on the living, emotional, comprehensive and problem-oriented nature of situations, importance of situations in proposing questions, and the principle of gradual and moderate progress.