In teaching practice, we gradually explore some methods to create situations, such as introducing mathematical historical materials, telling mathematical stories, connecting with real life, and using information technology to simulate. However, from the observation of classroom teaching, it is found that not all teaching situations created by teachers are effective, and some teaching situations are inefficient and ineffective. For example, some situation settings are too grandstanding, which is not conducive to students' understanding of the essence of mathematics; In some cases, the pursuit of life is excessive, and the content of mathematics and related disciplines is diluted; Some rely too much on information technology demonstration and ignore the profundity of students' thinking. So, how can teachers create appropriate and effective teaching situations? Interest Creation In the teaching process, classroom lead-in is the key to the success or failure of mathematics classroom teaching, and it is also the place where teachers spend the most time and create the most situations. Whether the situation created here is appropriate directly affects whether students' interest in the classroom content can be stimulated and whether the follow-up content can be carried out smoothly.
Interest is the best teacher. In mathematics classroom teaching, it is very common to use fresh materials that students are interested in to create situations and introduce topics. In teaching, teachers can directly introduce students' interest into the topic without any background story if they master or use the methods of color, geometry and movement change. Lifestyle When creating situations, many teachers think that situations are to make math problems come alive. Therefore, in classroom teaching, a lot of life-oriented backgrounds are deliberately added. How do these daily problems adapt to the original problems? Whether it is suitable for students' cognitive level is often not considered too much. In this way, in the process of solving problems, students will encounter great obstacles in mathematicizing practical problems, so that students can not quickly enter substantive mathematical problems. The teacher's painstaking teaching situation not only does not promote students' learning, but also affects teaching efficiency and becomes a trap for students' learning.
It can't be said that only the situation created by life problems is good, and the situation created by math problems is bad. In actual teaching, many teachers simply understand the situation as life, which is a great misunderstanding of classroom teaching situation. Appropriate math problems can also be good situations. Therefore, it can't be simply said that only situations related to the reality of life are considered, and it is not a situation directly from mathematical problems. The key is to see if the teacher can choose the right question. After all, with the years of mathematics study and the gradual improvement of cognitive ability, students have already possessed certain abstract generalization ability. When creating situations, we should pay attention to the connection between mathematics and other disciplines and related teaching contents, and not all situations must be life-oriented and applied.
Information technology application
With the rapid development of information technology and the continuous improvement of school hardware facilities, information technology plays an increasingly important role in mathematics classroom teaching, and its powerful functions such as animation, color and drawing are more favored by teachers in creating situations.
Using information technology to create situations can reduce the slope of students' understanding of problems, turn abstraction into intuition, and promote students' understanding and mastery of mathematical knowledge. However, in the actual teaching process, there are several misunderstandings that need to be overcome: First, information technology is used to create teaching situations in every class. Second, the situation created by information technology can stimulate students' interest. In order to highlight the education of emotional attitudes and values, teachers stiffly choose and join topics that are divorced from the reality of students' lives, and students are not interested. Creating a situation that can't stimulate students' interest is bound to fail. Third, the scenario creation is invalid. Teachers spend a lot of energy to create situations, but in classroom teaching, there is no substantial connection between situations and learning content, and the two are seriously out of touch. The fourth is the falsity of situation creation.
Information technology is only one of the auxiliary means to create situations. It is necessary to combine specific problems, truly achieve "good steel is used in the cutting edge", restore or simulate the key and difficult points of students' imagination, and let students be inspired. Sometimes teachers present students with rich pictures and graphics, which seem to create rich situations, which have little to do with the teaching content in essence, but interfere with students' grasp of the essence of the problem. In practical teaching, it is true. For example, if we use teaching models to let students operate and organize interesting activities, we can use them to create effective situations as long as they help to stimulate the internal driving force of students' mathematics learning and promote their understanding of knowledge.
The vivid teaching situation created by information technology can give students wings to their imagination; Using the resources around us to creatively provide teaching situations will make students feel awe of mathematics in their hands-on practice and stimulate their interest in mathematical inquiry. Therefore, when teachers use information technology to create high-quality situations appropriately, they should create effective teaching situations flexibly through multiple channels according to their own actual conditions.