First, the role of creating problem situations
(1) Stimulate students' interest in learning.
Problems are sparks of thinking, and fascinating problem situations can mobilize students' emotions and activate their desire for learning. People's subconscious always regards themselves as discoverers. This kind of latent consciousness is the inner psychological need of students to learn knowledge. However, because students can't choose what they want to learn according to their own wishes and needs, their demand for knowledge is often in a latent state. How to turn this potential state into a positive state that can effectively promote learning requires teachers' constant stimulation, and creating problem situations is one of the effective measures. Under the guidance of the concept of problem situation, the problem situation created by teachers according to the teaching content and the age characteristics of students can arouse students' interest and thinking, reflect their interest in learning and show the charm of mathematics, thus improving their enthusiasm for learning.
⑵ Promote the development of students' thinking.
Problems are the starting point of thinking. With problems, thinking will have a direction. With questions, thinking will be motivated. According to the needs of teaching content, combined with the characteristics of students' original cognitive structure, if teachers can carefully create appropriate question situations at appropriate times and set up a series of questions that need students' subjective efforts to answer, so that students can fully feel, explore and solve problems in the process of participating in learning and expand their thinking space; In the process of exploring and solving problems, we should improve our thinking ability, give play to their intelligence, develop their potential and improve their quality.
(3) Harmonious teacher-student relationship
"Kiss your teacher and trust his way." Harmonious teacher-student relationship is the guarantee of effective mathematics learning. In terms of classroom teaching space, creating problem situations is conducive to students' multi-directional communication, active cooperation and active exploration, and breaking the rigid learning space. Secondly, in the interpersonal relationship between teachers and students, we should create a harmonious and relaxed learning environment. In teaching, teachers "bend over and listen to students' voices", love, trust and respect every student with a friend's attitude, and let teachers and students communicate equally, thus stimulating students' thirst for knowledge and forming a more open and relaxed teaching atmosphere. Teachers pour their true feelings, and the situation of mathematical problems is close to life and students' psychological demands. How can such teaching be light, passive and inefficient?
Second, the principle of creating "problem situation"
In view of the characteristics of primary school mathematics teaching and the particularity of primary school students' psychological development level, I think the following principles must be followed in creating good problem situations in primary school mathematics classroom teaching:
(1) Demonstrate the principle
Modern educational psychology research shows that the progress and development of human intellectual activities must undergo the transformation from external material activities to internal cognitive activities. Therefore, the creation of problem situations must make full use of external materials to show the internal thinking process, that is, in the creation of problem situations, make full use of the visual materials in daily life to reveal the occurrence and development process of knowledge, so that students can understand the thinking process of mastering knowledge at a glance. This not only reflects the basic requirements of modern mathematics, but also reflects the cognitive law of primary school students mastering mathematical knowledge.
(2) the principle of development
The principle of development means that the constructed problem situation should have the function of promoting the development of students' intellectual and non-intellectual qualities. A good problem situation should not only build a good knowledge structure, which contains knowledge information to promote students' intellectual development, but also create an exciting psychological environment, which contains emotional information to promote students' non-intellectual quality development.
(3) the principle of scalability
The principle of extensibility refers to the problem situation created, which not only constructs the problems that should be solved in current teaching, but also contains problems related to current problems, so that students can reflect and think for themselves. This problem situation creates an "endless, endless" teaching psychological realm, which makes students have the desire and interest to continue learning, thus reducing the blindness and passivity of extracurricular learning. Its purpose is to stimulate students' interest in reading materials, think about problems along the clues of teachers' lectures, and let students maintain a lasting exploration psychology.
Third, the misunderstanding of creating problem situations.
Creating problem situations is not fashionable, it must serve our mathematics teaching and pay attention to effectiveness. In teaching, we should fully do a topic, take the problem as the starting point, and let the children actually solve the problem, instead of creating a problem situation for the sake of "situation". In the process of creating problem situations, teaching should be designed according to the curriculum and teaching purpose, rather than taking the creation of problem situations in the classroom as the standard of classroom evaluation. The ultimate goal of creating problem situations in mathematics classroom must be to serve the teaching of mathematics knowledge. Only by correctly handling the relationship between situation and teaching objectives can the creation of problem situation serve the teaching objectives and create a harmonious effect.
In short, creating problem situations can stimulate students' learning motivation, create some suspense in students' psychology, and bring them to a state where they can't stop, so that they can explore, ponder, discover and solve problems, thus enjoying the joy of creation, winning the joy of success and truly becoming the masters of learning. As educators in the new era, we shoulder a sacred mission. We still need to do a lot of work to make mathematics teaching full of life flavor and times color, really arouse students' enthusiasm for learning mathematics and cultivate their independent innovation ability.