培养学生的数学核心素养已经成为数学教育的重要目标，而问题情境与数学核心素养的发展密切相关。数学教科书中例题是我国大多数教师选择教学内容的主要来源，其问题情境的设置及应用也逐渐得到重视。然而，目前有关数学教科书问题情境的设置研究多集中于初中和高中阶段，较少关注小学数学教科书，而且有关小学数学问题情境的教学研究多聚焦于问题情境的创设，一定程度上忽视了问题情境作用的全程性。为了优化小学数学教科书例题问题情境的质量和提高学生的数学学习效果，本研究从以下两个方面进行探究：一是小学数学教科书例题问题情境的设置状况如何？二是小学数学教科书例题问题情境的应用情况如何？

围绕上述两个主问题，本研究采用文本分析法对北师大版和人教版三、四年级数学教科书中数与代数领域的例题问题情境进行分析，了解小学数学教科书例题问题情境的设置状况；同时，研究者观察北京市两名数学教师的新授课并访谈六名相关教师，了解数学教师应用教科书例题问题情境的情况。

本研究的主要结论有以下几点。1.在小学数学教科书例题问题情境的设置中：（1）问题情境的类型以个人情境为主，职业情境、社会情境和科学情境较少；（2）问题情境的表征形式以复合型表征为主，较少采用单一型表征和综合型表征；（3）问题情境的真实性基本为构造式，真实和半真实的问题情境较少；（4）问题情境的表达、翻译和综合作用水平均以中水平为主，低水平和高水平为辅。2.在小学数学教科书例题问题情境的应用中：（1）教师对小学数学教科书例题问题情境的认识较为深入且对其设置质量的整体评价较高；（2）教师处理小学数学教科书例题问题情境的方式多为直接使用；（3）教师应用小学数学教科书例题问题情境的步骤完善且采用了许多具有借鉴意义的策略；（4）教师应用小学数学教科书例题问题情境主要受到四个方面的影响，即教科书的权威性和易获性、教师对问题情境的理解、教师对教学内容和学情的把握、教师对信息技术的掌握。

基于以上研究结果，对小学数学教科书例题问题情境的设置和应用提出一些建议。1.在小学数学教科书例题问题情境的设置中：增加与学生联系密切的各类问题情境；适当丰富问题情境的表征形式；适当提高问题情境的真实性和作用水平。2.在小学数学教科书例题问题情境的应用中：教师需要正确看待教科书例题问题情境的权威性；教师需要进一步提高对教科书例题问题情境的认识；教师需要加强对教育信息技术的学习和运用。

Cultivating students’ core literacy in mathematics has become an important goal of mathematics education, and problem contexts are closely related to it. Examples in mathematics textbooks are the main resources for most teachers in China to select teaching contents, and the setting and application of their problem contexts are gaining attention. However, current researches on the setting of problem contexts in mathematics textbooks are mostly focused on middle and high school levels, with less attention paid to primary school, and the teaching researches on problem contexts in primary school mathematics are mostly focused on the creation of problem contexts, ignoring the whole teaching process. In order to increase the quality of problem contexts in primary school mathematics textbooks and improve students’ mathematics learning, this study investigates the following two aspects: Firstly, how is the setting of the problem contexts of the examples in primary school mathematics textbooks? Secondly, how is the application of the examples’ contexts of primary school mathematics textbooks?

Focusing on the above two main questions, the textual analysis method was used to analyze the examples’ contexts in the area of number and algebra in the third and fourth grades mathematics textbooks of the Beijing Normal University Edition and the People’s Education Edition to understand the setting of examples’ contexts in primary school mathematics textbooks. At the same time, the classroom observation method was used to observe the new lessons of two teachers in Beijing and six relevant mathematics teachers were interviewed in order to understand the application of examples’ contexts in textbooks.

The main conclusions of this study are as follows. In the setting of the problem contexts of examples in the primary school mathematics textbook: (1) Among the types of problem contexts, personal contexts account for the largest proportion. (2) The representation forms of problem contexts highlight compound representation. (3) The authenticity of problem context is constructive. (4) The level of expression, translation and comprehensive effect of problem context are mainly medium-level. In the application of examples’ contexts in primary school mathematics textbooks: (1) Teachers’ awareness and evaluation of problem contexts of examples in primary school mathematics textbooks were good. (2) Teachers applied problem contexts of examples in primary school mathematics textbooks more frequently. (3) Teachers applied problem contexts of examples in primary school mathematics textbooks in a well-established teaching process and employed many valuable strategies. (4) Teachers’ application of problem contexts of examples in primary school mathematics textbooks was influenced by four aspects, the authority and accessibility of textbooks, teachers’ understanding of problem contexts, teachers’ grasp of teaching contents and student’s situation，and teachers’ mastery of information technology.

Based on the above research results, several suggestions are put forward for the setting and application of problem context in primary school mathematics textbooks. In the setting of the problem contexts，textbook writers should increase the various problem contexts that are closely related to students，appropriately enrich the representation forms of the problem contexts and improve the authenticity and role level of the problem contexts. In the application of problem contexts in primary school mathematics textbooks, teachers need to correctly view the authority of examples’ contexts, raise their awareness of examples’ contexts and enhance their learning of educational information technology.