Halmos, a famous contemporary American mathematician, once said, "The problem is the core of mathematics." In the whole teaching process, teachers use the idea of "problem solving" and use problem situations to guide learning. Teachers should create a space for students' independent exploration and cooperation, fully mobilize students' learning enthusiasm and cultivate students' creativity. Mathematical problem situation is an important source for students to master knowledge, form ability, cultivate innovative consciousness and develop psychological quality. In actual mathematics teaching, how to skillfully create problem situations that are conducive to students' learning and stimulate students' interest in learning mathematics? I made the following attempts in teaching.

First, skillfully use real-life examples to create problem situations

Mathematics comes from life, and mathematics is applied to life. Teachers should actively create conditions in mathematics teaching, fully tap the mathematics in life, create vivid and interesting life problem situations for students to help students learn, encourage students to be good at discovering mathematics problems in life, and learn to use the mathematics knowledge they have learned to solve practical problems, so as to try to learn the fun of mathematics in real life, and more importantly, let students feel the connection between mathematics and life. For example, create a problem situation: at the gate of a bus stop, a red line is often drawn on the wall at 1. 1m and1.4m. When a child enters the station, he only needs to stand with his heel against the wall to see if his height exceeds the free ticket line or the half-ticket line, and then he can decide whether the child needs to buy a full ticket. Teachers guide students to think about the basis and methods to solve this problem, thus introducing a comparative study of the size of line segments. Here, students can not only see the real mathematics life, but also experience the strong mathematics taste in life. When a student feels that what he has learned is at hand and can be used, that kind of excitement and joy is unparalleled.

Second, skillfully use interesting mathematical questions to create problem situations

Mathematics always gives people a dull feeling. In fact, there are many interesting things or stories around us, all of which contain mathematical problems. Teaching with these interesting things combined with mathematical knowledge can stimulate students' interest in learning and their desire to explore, which not only helps students to enhance their understanding of new knowledge, but also helps to cultivate their innovative consciousness.

For example, in the teaching of binary linear equations and their solutions in the new textbook, such problem situations are adopted. Question: An interesting question about chickens and rabbits in the same cage was recorded in China's ancient Sunzi Shujing: "Today there are chickens and rabbits in the same cage, with 35 heads on the top and 94 feet on the bottom. Ask chickens and rabbits what their geometry is? " Vivid and interesting mathematical materials are always attractive, and interesting mathematical problems can attract students to explore and think deeply about the problems. This is how I deal with this problem. First of all, I asked my classmates to be translators. Translating words in math class is really a novel thing. Everyone rushed to translate, and the classroom was already very active at this time. Then I began to find my classmates to solve the problem. At this time, many people have come up with two ways. One way is to list binary linear equations: suppose there are x chickens and y rabbits, and you get:

x+y=35

2x+4y=94

Another method is to make a one-dimensional linear equation: if there are X chickens, 2x+4(35-x)=94. Through the creation of this problem situation, students not only solved the problem quickly, but also applied new knowledge unconsciously.

Third, skillfully use experimental activities to create problem situations

Let students experience the mystery of mathematics knowledge while participating in activities, and the knowledge gained through activities will enter students' brains more easily. In teaching, carefully create situations to let students explore, practice and innovate on their own initiative, so as to deeply understand mathematics knowledge, thus stimulating their interest in learning mathematics and cultivating their practical ability and inquiry spirit. In this way, students can not only acquire knowledge on their own initiative, but also enrich their experience in mathematics activities, learn to explore and learn to learn, and cultivate their habit of cooperative learning and independent research. For example, in the teaching of "Power of Rational Numbers", we can use origami to analyze it. Students can observe that two can be cut in one fold, four can be cut in two folds, and so on. You can intuitively get how many sheets you can get by folding 10, 20 and 30 times. In this way, students have the clearest understanding of the power of 2. On this basis, the power of integral rational number is deduced.

Fourth, skillfully use multimedia courseware to create problem situations.

With the proper use of modern teaching methods in teaching, students have a desire to explore in the situation while enjoying pictures and animations freely, and autonomous learning has been stimulated. For example, when talking about translation and rotation, use multimedia animation to demonstrate the translation and rotation of graphics appropriately, so as to give students an intuitive image. And use animation to demonstrate the angle of rotation, so that students can observe, discuss and explore the essence of rotation. Because it is an abstract process for students to get the nature of rotation, it is not easy for students to understand it in teaching. In order to solve this problem, I designed such a set of multimedia pictures in my teaching. Through multimedia demonstration, students can easily understand what translation and rotation are and their properties.

In short, there are many ways to create problem situations. The key is that teachers should design an attractive problem situation in the students' recent development area according to the teaching rules and students' cognitive characteristics, so that students can think positively under the inspiration of teachers. If teachers can do everything possible to create various problem situations for students and create a relaxed and happy teaching environment, it will play an important role in stimulating students' interest in learning, cultivating students' thinking ability and improving their comprehensive quality.