数学问题情境一直以来都是数学教学研究所讨论的重点之一。在数学教学中使用数学问题情境不仅可以帮助学生理解、学习数学知识，还能增强学生学习数学的兴趣、提升学生运用数学知识解决现实问题的能力和数学素养。而函数是现代数学最基本的概念，作为高中数学课程的四条主线之一，在高中数学中有着重要位置。“函数的概念与性质”作为高中函数部分的首个教学内容，其教学离不开问题情境的恰当使用，因此在“函数的概念与性质”的课堂教学中，问题情境的使用十分重要。通过查阅文献可以发现，许多高中教师已经有了在课堂教学中运用问题情境的意识并在函数教学过程中重视问题情境教学，但对于教师在此部分课堂教学中如何选择、运用问题情境，学生反馈如何，影响问题情境使用的因素等情况仍未有深入了解。为此，本研究借助研究者在重庆市H高中教育实习的便利条件，通过问卷调查、课堂观察和师生访谈研究该校高一教师“函数的概念与性质”部分课堂教学问题情境的使用情况。经过3个月的研究与探索，得出如下结论：

H校高中数学教师对在课堂上使用问题情境高度认可，对“函数的概念与性质”部分课堂教学对问题情境使用高度重视；

H校高一学生对课堂问题情境反馈较好；

H校高中教师使用问题情境高度依赖教材；

H校高中教师使用问题情境时对学生的关注度不足；

H校高中教师对课堂使用问题情境的认识、使用计划和实际使用情况存在差距；

影响教师使用问题情境的因素主要有：教师的学历和教龄、教材中的问题情境、教学内容和教学进度、学生反应。

为此，本研究建议H校高中教师灵活选用教材中的问题情境素材，丰富情境来源，创设表达简洁而内容丰富的问题情境并要重视学生对课堂问题情境的反应与反馈。

Mathematics problem situation has always been one of the focuses of mathematics teaching research. Integrating mathematical problem situations into mathematics teaching can not only help students understand and learn mathematical knowledge, but also enhance students' interest in learning mathematics and improve their ability and mathematical literacy to use mathematical knowledge to solve practical problems. Function is the most basic concept of modern mathematics. As one of the four main lines of high school mathematics curriculum, it plays an important role in high school mathematics. As the first teaching content of the function part in senior high school, the teaching of ‘the concept and nature of function’ is inseparable from the proper use of problem situation. Therefore, in the classroom teaching of ‘the concept and nature of function’, the use of problem situation is very important. Through literature review, it can be found that many high school teachers have the awareness of using problem situations in classroom teaching and attach importance to problem situation teaching in the process of function teaching. However, there is still no in-depth understanding of how teachers choose and use problem situations in this part of classroom teaching, what is the students' feedback, and factors affecting the use of problem situations. To this end, this study uses the convenience of the researcher's educational practice in Chongqing H High School to study ‘the concept and nature of function’ problem situation useage in classroom teaching of senior one through questionnaire survey, classroom observation and teacher-student interviews. After three months of research and exploration, the following conclusions are drawn:

H school high school mathematics teachers highly recognize the use of problem situations in the classroom and attach great importance to the use of problem situations in the classroom teaching of the 'concept and nature of functions';

H high school students have good feedback on problem situations in classroom teaching;

the use of problem situations by high school teachers in H school is highly dependent on textbooks;

H school high school teachers pay insufficient attention to students when using problem situations;

There is a gap between H school high school teachers' understanding, use plan and actual use of problem situations in classroom teaching;

The main factors affecting teachers' use of problem situations are: teachers' educational background and teaching age, problem situations in textbooks, teaching content and teaching progress, and students' response.

Therefore, this study suggests that high school teachers in H school should flexibly choose the problem situation materials in the textbooks, enrich the source of the situation, create the problem situation with concise expression and rich content, and pay more attention to the students' response and feedback to the problem situation in classroom teaching.