Misunderstanding and thinking of creating situations in mathematics teaching: It is very important to choose suitable mathematics materials and create situations suitable for teaching and children's development. However, in our actual teaching, due to many reasons, the creation of situations is often "out of shape" and "out of tune" and loses its due value.

First, several common misunderstandings in situation creation:

"Packaging" beyond the mathematical content of length

Teachers only regard "creating situation" as a means to improve the efficiency of indoctrination teaching, but ignore the important role of "situation" as an organic part of teaching in guiding students through the learning process and developing students' mathematical literacy. The creation of "situation" is simply understood as "image+practice". For example, in an open class, a teacher vividly said, "Children, the Monkey King, the Great Sage of Qitian, is going to study with us today. Do you like it? Students' interest was raised at once, but it was boring afterwards: first, the head of the Monkey King+review questions; second, the head of the Monkey King+examples; third, the head of the Monkey King+consolidation exercises; and finally, the head of the Monkey King+summary. Can you simply attach a picture of the Monkey King to the class and call it a situation? What is the value of this so-called "situation" besides distracting students' attention? In fact, the Monkey King, which was originally interesting, lost its due "magnetic field effect" when it appeared on such a nondescript occasion.

2. Complex "real life"

Situational creation fails to highlight the theme of mathematics learning, which leads to the entanglement of classroom learning time and students' thinking in meaningless artificial settings. For example, when teaching Jiao Yuanfen, the teacher assigned an open question "How to get 80 points". In order to create a situation, the teacher taught it like this: Teacher: "What does Xiao Ming need to send a letter to a Beijing child from his hometown? Student: "We need a post office." "Need a postman." "Need an envelope. "In any case, the student's answer failed to hit the preset answer in the teacher's mind. Finally, the teachers had to interject: "How much is it to send a letter to buy a stamp?" "Eight points." "How did you get 80 cents? It took me a long time to ask a question, so the so-called situation of beating around the bush is really redundant and cumbersome. We can see that many times, our teachers are still talking about such "situations", thinking that they are cultivating students' mathematical consciousness and application ability. In fact, they waste time and stifle students' positive thinking.

3. Do not consider the actual level of students' "challenging questions"

Situational creation is not in line with students' cognitive development level, and students' interest in problems can be improved at will. For example, when teaching the problem of "one stroke", the teacher designed a floor plan of a residential area, so that students could design a route that was neither repeated nor omitted. In this way, situational creation is reasonable, because it is the most efficient and naturally optimal design in adults' thinking. But children don't think so. Why "neither repeat nor omit?" He may not be interested in it, at least when he fails to understand the meaning, he will not devote himself to it. However, a teacher designed it this way, drawing a horse one by one, and then asked, "Can you draw? Give it a try. " On the basis of learning from the practice of cattle, the question is further raised: Think again, what laws can you find? This kind of design students can easily find the meaning of "a stroke", which can attract students' activities and stimulate their enthusiasm for learning.

4. "Fiction" against common sense of life

The content of the situation does not conform to the basic facts in real life, but is fabricated at will to create the situation. For example, when teaching "Calculation of Rectangular Area", the teacher designed a situation: "A rectangular glass was broken (as shown below). If you want to match new glass, which one should you take? Actually, do we need to bring big glass when we draw glass? Of course not. When a teacher was teaching Ji He Ji, he created an animated scene of an animal race. As a result, the chicken comes first, the duckling comes second, the kitten comes third and the puppy comes fourth. Many students immediately disagreed, thinking that the puppy runs fastest and should be the first. Although this is a hypothetical situation, "virtual" does not mean "false", and the virtual situation should also conform to the minimum life logic.

5. Multimedia demonstration "experimental operation"

Creating situations blindly pays attention to the use of multimedia, ignoring students' internal development needs. In fact, creating situations is not limited to multimedia. Language, physical operation, games and even teachers' gestures and postures can all become situations. More importantly, not all situations are suitable for multimedia. For example, to teach the volume of a cone, a teacher used a conical cup with equal bottom and equal height to vividly demonstrate the process of pouring water into a cylindrical cup three times, which was just full. But I think if students are allowed to measure themselves first, their understanding will be deeper. Unfortunately, the use of multimedia replaces the students' personal experience, and for students, they can only scratch.

Second, two thoughts:

1. Why "create a situation"

The above phenomenon is by no means accidental. On the surface, it is the teacher's lack of depth in the excavation of teaching materials, which leads to the creation of situations becoming a mere formality. In essence, we see that there is a tendency in many classrooms to create a so-called "situation" first, then fish out the problem, and then put the "situation" aside and solve the "problem" directly. "Situation" is the surface layer, and it is "instilled" in it. In fact, it is still a matter of concept. This requires us to reflect on why we should "create situations", or what kind of purpose should we achieve by "creating situations"? Just to "package" traditional teaching, add "monosodium glutamate" to traditional teaching? I think the small "situation" as an organic part of mathematics teaching, its value is at least reflected in the following aspects:

(1) Stimulate students' intrinsic learning needs. Introducing students into an immersive environment naturally produces learning needs.

(2) Guide students to experience the learning process. Let students learn mathematics through experience instead of drawing conclusions directly.

(3) Help students solve problems effectively. Create situations, communicate the connection of knowledge points, communicate the connection between mathematics and life, think about problems scientifically and find solutions to problems.

(4) Promote the development of emotions and attitudes. Avoid attaching importance to knowledge and skills and ignoring the nourishment of students' humanistic spirit in traditional mathematics teaching.

From the above analysis, we can see that the creation of "situation" has at least one basic principle: starting from the internal needs of children's development. The appearance of the above phenomenon is precisely the reason why teachers pursue formalization and ignore this basic demand. If the situation creation can't improve students' learning enthusiasm, if it can't scientifically guide students to solve problems, if it can't promote the coordinated development of students' cognitive ability, or even a fake situation, such a situation should be resolutely abandoned. We call for "truth-seeking" teaching situation.