Situational creation pays attention to effective introduction, laying the foundation for classroom teaching.
A good class is the key to arouse students' interest and arouse their enthusiasm. Lead-in is an important link that affects the effect of classroom teaching. Carefully creating the introduction of teaching situations can quickly concentrate students' attention. Only in this way can students' thinking be effectively opened and their association and inquiry be stimulated. For example, in order to fully stimulate students' interest, in the teaching of "Who bought it cheaply", we combine the content and create scenarios to let students experience the buying and selling process personally. I asked each group to buy the same product in different supermarkets with money. Of course, the price tags of the two "supermarkets" are different. Finally, students have to calculate the unit price of products in the process of "buying" for comparison. In this way, through careful conception and clever and effective introduction, students can focus on the classroom, arouse their strong desire for knowledge, stimulate their strong interest in learning, and let them learn actively and feel the charm of mathematics. Therefore, a well-designed lead-in mode is to lay a good foundation for classroom teaching. In fact, there are many methods of classroom import, such as situation import, story import, clever game import, media import, practical operation import and so on. In the introduction of educational and teaching knowledge, we should use it flexibly according to the teaching tasks, specific teaching contents, the age characteristics and psychological characteristics of primary school students, and give full play to the great role of "introduction" to stimulate curiosity, arouse students' positive thinking and attract students' attention in class.
Second, scenario creation emphasizes practicality and cultivates application awareness.
Let students participate in the whole process of mathematics learning activities and explore the mystery of mathematics knowledge in operation activities, so as to obtain basic mathematics knowledge and basic mathematics skills. Mathematics curriculum standards clearly point out that "we should learn useful mathematics and valuable mathematics", which requires that the knowledge we have learned should be closely linked with real life. Starting from students' life experience and existing knowledge and experience, we should create vivid and interesting situations, enhance the consciousness of applying mathematics, solve practical problems with the mathematical knowledge we have learned, and achieve the purpose of applying what we have learned. Therefore, teachers should try their best to make students' learning applied in daily life. This requires us to work hard. After teaching the corresponding knowledge, students can be provided with some opportunities by creating scenarios, so that they can apply them in their daily lives and experience the fun of success in the process of solving problems. For example, in the teaching of "Understanding Corner", I ask students to observe the physical objects that are familiar with the corner in daily life, such as red scarf, so that students can get the perceptual knowledge of the corner by perceiving the physical objects. Then the teacher guides the students to touch and draw a picture to observe, discover and explore the characteristics of the angle. Finally, let the students talk about the angles of things around them. Students have deepened their understanding and closely linked mathematics with life. For example, after learning the understanding of meters and centimeters, organize students to measure how high the table is. How tall are the students themselves? And other activities, create life situations, experience the role of mathematics, cultivate students' awareness of applying mathematical knowledge to real life and serving real life, and effectively stimulate students' interest.
Third, creating interesting scenes is conducive to stimulating interest in learning.
Teachers can create a pleasant and vivid teaching environment, choose things and activities that students are interested in from familiar life situations, and make mathematics learning a pleasure and enjoyment. So when teaching, we create interesting and challenging situations, which can arouse their curiosity and competitiveness. For example, we can make full use of the theme map of textbooks to stimulate students' interest through stories, games and other methods. It can also make students operate and use audio-visual media more, integrate form, sound, color and light, create dynamic teaching situations, make boring knowledge vivid, stimulate students' interest in learning mathematics in a lively classroom atmosphere, fully mobilize students' enthusiasm for learning, stimulate students' interest in learning, and produce a desire to acquire new knowledge.
Fourth, we should pay attention to the combination of students' reality when creating scenes.
We know that mathematics comes from life, and there is mathematics everywhere in life. Mathematics teaching should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students learning mathematics. Our teaching should combine students' life experience and existing knowledge to create a scene, design an interesting and meaningful teaching scene close to students' life reality, combine materials related to teaching content with students' life situation, adopt activities that students are familiar with and interested in, make students realize that there is mathematics around them, feel the closeness of mathematics problems and learning, naturally improve their interest in learning mathematics, effectively stimulate students' existing knowledge reserves and emotional cognition, stimulate students' interest in inquiry, and produce teaching and learning.
Fifth, the situation creation should pay attention to inquiry teaching.
Inquiry refers to the learning process in which students, starting from their own learning and life experience and under the guidance of teachers, make conscious efforts to discover, study and solve problems, so as to acquire knowledge and use the learned knowledge and skills to explain or solve practical problems. Therefore, the core element of inquiry learning is the problem. Teachers must fully consider students' learning content, learning environment, academic ability and other factors when creating inquiry situations, so that students with different intelligence can find suitable inquiry methods. In addition, no matter how the society develops and changes, the essence of mathematics learning cannot be changed. In teaching, we should emphasize mathematics in scenario creation, not just pursue vivid scenes in superficial form, but create problem scenarios according to the characteristics of teaching materials and mathematical knowledge, so that inquiry learning can achieve practical results in classroom teaching.
Sixth, the creation of scenes should reflect the value of mathematical culture.
In previous mathematics teaching, we paid more attention to what students should "learn" and "know". It seems that mathematics has always left the impression that it is boring and unattractive, but mathematics itself has a great role and cultural value in the history of human development. Mathematics teaching should bear the important responsibility of conveying mathematics culture to students, let students know the occurrence and development of mathematics in the creation of scenes, and truly appreciate the interesting, broad and broad nature of mathematics, as well as its connotation and value, so as to love mathematics and stimulate students' interest in learning mathematics.
Seven, the scene creation should run through the whole classroom teaching.
The teaching process is essentially a process of information transmission between teachers and students, including emotional system and cognitive system. In teaching methods, students should be induced to take the initiative to explore, have a positive learning attitude, a strong interest in learning, a firm will to learn and a growing self-confidence in learning. This is the driving force and the result of learning, which not only has an effect on students' current study, but also affects their future life. Therefore, teaching design and teaching practice should be reflected in normal classroom teaching. The situation created in the learning process should be based on the existing mathematical knowledge at any time and place, so that the teaching content of the whole classroom teaching can be brought into life and students' interest in learning can be continuously stimulated. The natural combination of life materials and the whole classroom teaching can greatly improve classroom efficiency, make students love learning and mathematics, and cultivate their ability to solve and improve problems with their own thinking and knowledge.
In short, students' initiative and enthusiasm in learning depends largely on their emotions. In teaching, teachers should try their best to create learning situations to stimulate students' strong interest in learning and thirst for knowledge. Under the guidance of new standards and new ideas, we should carefully design teaching situations suitable for students according to local conditions, so that situation creation can run through the whole classroom teaching. Only in the classroom can teachers create a good situation for students to think positively, and it will run through the whole teaching, so that the teaching process will always attract students' attention and stimulate students' learning motivation, only the students themselves.