First of all, the created situation should be highly consistent with the teaching objectives.
To serve the teaching objectives and contents, the situations created by our teachers must focus on the teaching objectives and contents of this class. Therefore, the creation of classroom situation must proceed from the content of teaching materials, accurately understand the meaning of knowledge and thinking methods, and properly organize materials. The situation created should be highly consistent with the teaching content of this class and arouse students' interest. The problems discovered and raised around the situation are exactly the problems to be solved in this class. Never follow one's inclinations and be mystifying. Otherwise, it will not only fail to meet expectations, but also increase the burden on students, so teachers should seriously consider the rationality of the situation when preparing lessons.
Second, the situation created should inspire students' mathematical thinking.
Teaching situation should effectively inspire students' mathematical thinking, develop students' mathematical cognitive strategies purposefully, and thus promote the completion of learning objectives. The situation created should take into account the inspiration to students, which can inspire students to think about problems from the perspective of mathematics and activate their thinking. A good mathematical situation can stimulate students' thinking sparks, tap students' internal potential and stimulate students' desire to learn.
Third, the creation of the situation should be rigorous, and there should be no scientific mistakes.
In the creation of scenarios, the created scenarios should be standardized, and there should be no knowledge scenarios that are contrary to scientific knowledge. Teachers' language narration should also adopt fairly standardized language, which is helpful for students to correctly understand mathematical knowledge and use knowledge to solve problems. Some of our teachers often use casual language when describing situations in language, which leads to students' inability to correctly treat the rigor of mathematics. The most common thing is that some teachers often create situations to help students understand concepts in the mathematics of concepts, but after the situation is created, students are required to define concepts themselves according to the situations.
Fourth, the creation of the environment should be flexible and diverse.
The presentation of the situation is diverse. Our mathematical situations can be familiar examples in students' daily life or familiar objects. Therefore, the situations we present to students should also be varied and colorful. Common ones are: contact with actual law; Vivid language narration; Organizational discussion method; Physical demonstration method; Multimedia demonstration method and so on. Teachers should pay attention to the intuition, vividness, problem, emotion, practicality and interest of the situation. Creating a good problem situation can also effectively stimulate and maintain students' interest in learning and create an ideal atmosphere of tension, activity, harmony, vividness and relaxation for the classroom.
5. Grasp the dynamically generated situation.
Our classroom is dynamic, and the process of knowledge generation should also be dynamic. Students often ask questions that our teachers can't predict when preparing lessons. In addition to our teachers' preset situations, there may be unexpected dynamic situations. Our teachers should have enough teaching tact to grasp this dynamic generation situation and make it the highlight of classroom teaching.
Sixth, the use situation should be moderate.
There may be more than one teaching situation that matches the teaching content, so we teachers should make appropriate choices according to students' existing cognitive level and local living environment, instead of "takenism", or even create multiple situations around a problem, which leads to too many situations diluting the teaching content. For example, when a teacher explained the addition of rational numbers, he used three situations: the fluctuation of water level, the points of the football match between the two teams, and the distance between east and west. In fact, students can only explore the law in one situation. Although students understand the "law of addition of rational numbers" through three situations, they don't have enough time to explore the "law of addition", which is not conducive to developing students' inquiry ability. Therefore, the situation should be appropriate, we should be good at choosing, and we should not be greedy for perfection, as long as it can help students find problems, ask questions and solve problems.
Seven, the creation of the situation should be close to life, which is conducive to the excavation and utilization of students' experience.
First, pay attention to contact with students' real life, and discover and tap the resources of learning situations in students' vivid daily life environment. The problems should be some problems that students often encounter in their daily life. Only in the daily learning situation can students truly understand the value of knowledge. Second, we should tap and make use of students' experience. Any effective teaching begins with fully excavating and utilizing students' existing experience. Situation is conducive to the development of education and teaching, and to the relaxed and harmonious realization of teaching objectives. Every teacher has a successful experience and a failed lesson. There is no fixed method for teaching, but it is important to have a correct method. Let's share it with each other in order to improve together.
Teaching situation is the basic element of classroom teaching, and creating teaching situation is also the daily teaching work of teachers, and creating valuable teaching situation is an important pursuit of teaching reform. How to create a good teaching situation, so as to stimulate students to find problems, ask questions and solve them? In my opinion, creating a good teaching situation should pay attention to the following aspects:
First of all, the created situation should be highly consistent with the teaching objectives.
To serve the teaching objectives and contents, the situations created by our teachers must focus on the teaching objectives and contents of this class. Therefore, the creation of classroom situation must proceed from the content of teaching materials, accurately understand the meaning of knowledge and thinking methods, and properly organize materials. The situation created should be highly consistent with the teaching content of this class and arouse students' interest. The problems discovered and raised around the situation are exactly the problems to be solved in this class. Never follow one's inclinations and be mystifying. Otherwise, it will not only fail to meet expectations, but also increase the burden on students, so teachers should seriously consider the rationality of the situation when preparing lessons.
Second, the situation created should inspire students' mathematical thinking.
Teaching situation should effectively inspire students' mathematical thinking, develop students' mathematical cognitive strategies purposefully, and thus promote the completion of learning objectives. The situation created should take into account the inspiration to students, which can inspire students to think about problems from the perspective of mathematics and activate their thinking. A good mathematical situation can stimulate students' thinking sparks, tap students' internal potential and stimulate students' desire to learn.
Third, the creation of the situation should be rigorous, and there should be no scientific mistakes.
In the creation of scenarios, the created scenarios should be standardized, and there should be no knowledge scenarios that are contrary to scientific knowledge. Teachers' language narration should also adopt fairly standardized language, which is helpful for students to correctly understand mathematical knowledge and use knowledge to solve problems. Some of our teachers often use casual language when describing situations in language, which leads to students' inability to correctly treat the rigor of mathematics. The most common thing is that some teachers often create situations to help students understand concepts in the mathematics of concepts, but after the situation is created, students are required to define concepts themselves according to the situations.
Fourth, the creation of the environment should be flexible and diverse.
The presentation of the situation is diverse. Our mathematical situations can be familiar examples in students' daily life or familiar objects. Therefore, the situations we present to students should also be varied and colorful. Common ones are: contact with actual law; Vivid language narration; Organizational discussion method; Physical demonstration method; Multimedia demonstration method and so on. Teachers should pay attention to the intuition, vividness, problem, emotion, practicality and interest of the situation. Creating a good problem situation can also effectively stimulate and maintain students' interest in learning and create an ideal atmosphere of tension, activity, harmony, vividness and relaxation for the classroom.
5. Grasp the dynamically generated situation.
Our classroom is dynamic, and the process of knowledge generation should also be dynamic. Students often ask questions that our teachers can't predict when preparing lessons. In addition to our teachers' preset situations, there may be unexpected dynamic situations. Our teachers should have enough teaching tact to grasp this dynamic generation situation and make it the highlight of classroom teaching.
Sixth, the use situation should be moderate.
There may be more than one teaching situation that matches the teaching content, so we teachers should make appropriate choices according to students' existing cognitive level and local living environment, instead of "takenism", or even create multiple situations around a problem, which leads to too many situations diluting the teaching content. For example, when a teacher explained the addition of rational numbers, he used three situations: the fluctuation of water level, the points of the football match between the two teams, and the distance between east and west. In fact, students can only explore the law in one situation. Although students understand the "law of addition of rational numbers" through three situations, they don't have enough time to explore the "law of addition", which is not conducive to developing students' inquiry ability. Therefore, the situation should be appropriate, we should be good at choosing, and we should not be greedy for perfection, as long as it can help students find problems, ask questions and solve problems.
Seven, the creation of the situation should be close to life, which is conducive to the excavation and utilization of students' experience.
First, pay attention to contact with students' real life, and discover and tap the resources of learning situations in students' vivid daily life environment. The problems should be some problems that students often encounter in their daily life. Only in the daily learning situation can students truly understand the value of knowledge. Second, we should tap and make use of students' experience. Any effective teaching begins with fully excavating and utilizing students' existing experience. Situation is conducive to the development of education and teaching, and to the relaxed and harmonious realization of teaching objectives. Every teacher has a successful experience and a failed lesson. There is no fixed method for teaching, but it is important to have a correct method. Let's share it with each other in order to improve together.