In order to improve the effectiveness of primary school mathematics classroom teaching, many teachers regard creating situations as an important means to stimulate primary school students' interest in learning mathematics, and "creating situations" has become a beautiful landscape in primary school mathematics classroom. So how to create a vivid, novel, interesting and thoughtful teaching situation? Below, I will talk about some of my own experiences based on my own teaching practice.
First, create a scene with vivid stories.
The art of teaching lies not in imparting, but in inspiring, awakening and inspiring students' hearts. In mathematics teaching, creating story situations for students in time can not only attract students' attention, but also help students find problems and explore new knowledge. For example, when teaching the volume of a cylinder, let the students tell the story of "Cao Chong is an elephant" first, so that they can understand how to solve problems with transformation ideas. Then it is considered that in order to find the volume of a cylinder, it is necessary to convert the cylinder into a cuboid first, and then derive the volume formula of the cylinder. In this way, starting with familiar stories will help students find problems in the scene and learn new knowledge.
Second, stimulate the desire to learn and create a situation
Creating a good situation is an important means to improve the teaching effect. When I create a situation, I pay attention to vividness and interest, and at the same time pay close attention to the teaching content, stimulate students' interest in learning, arouse their thinking, and play a guiding role in the future curriculum development. For example, when I was teaching the area of a circle, I designed this "passion introduction": "A sheep was tied to the grass by its owner with a 5-meter-long rope and asked how big the range of this lamb could move? What is the maximum area a lamb can move? How to find the area of this circle? At this time, students became interested in my question, and a strong cognitive conflict triggered their determination to understand the problem. Next, through hands-on practice, cooperation and exchange, research and discussion, they learned the calculation method of the area of the circle.
Third, capture the creation scene of living resources.
"Mathematics Curriculum Standards" emphasizes that mathematics teaching must start with the familiar life situations and interesting things, so that children have more opportunities to learn and understand mathematics from the familiar things around them. Our rural primary schools don't have bustling markets, dazzling goods and exquisite teaching AIDS in classrooms, but we have rich teaching resources. Our rural teachers should consciously develop these "local" resources and create familiar problem situations for students, so that students can understand and learn mathematics knowledge in real situations and feel the ubiquity of mathematics at the same time. For example, when teaching "integer ten plus one and the corresponding subtraction", according to the situational meaning in the textbook, choose an alternative scenario that rural children are familiar with for teaching. Autumn is coming and the corn is ripe. Yesterday, the teacher went home and steamed 20 corns (showing the schematic diagram of the 20 corns that had been drawn), and this morning, she steamed 5 corns (drawing 5 corns on the blackboard). According to these conditions, what math questions can be asked? I think that creating such a familiar problem scene can stimulate students' desire to think more than changing the scene diagram into an application problem.
Fourth, the visual display of objects creates scenes.
The most intuitive teaching method is physical model, which can embody the principle of intuition in teaching principles. For the abstract theory, through physical demonstration, students can see at a glance and get twice the result with half the effort.
Physical demonstration scenes are particularly prominent in primary school mathematics. Compared with other disciplines, mathematics has strict logic. Based on students' life experience and existing knowledge background, provide them with sufficient opportunities for mathematical activities and exchanges, help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration, and gain rich experience in mathematical activities. Let students operate, explore, discover and solve problems in activities, so as to accumulate learning experience and master learning methods. For example, when teaching "the volume of a cylinder", I arranged for students to cut radishes by hand, so that students could use their hands and brains to solve the problem of "how to transform a cylinder into a cuboid", so as to understand and master the volume formula of a cylinder. This way of creating teaching scenes through physical demonstration and guiding students to "learn in life" and "learn in life" fully mobilized students' learning initiative and brought their intelligence into play.
Verb (abbreviation for verb) creates a scene in "change"
Scenario creation should be conducive to cultivating students' thinking ability and pioneering and innovative ability. "Diversity" refers to the purposeful, multi-angle and multi-level evolution of typical problems in teaching, so that students can gradually understand and master the general laws and essential attributes of such mathematical problems, and also make students always feel "new" and "unfamiliar" in learning, thus cultivating the flexibility of students' thinking. For example, after learning the percentage application problem, show the following variant exercises: According to the given conditions, list the formulas: There are 48 literature books in the corner, (), how many science books are there? Conditions: (1) there are 20% more literature books than science books, (2) there are 20% more science books than literature books, (3) there are 20% fewer literature books than science books, (4) there are 20% fewer science books than literature books, (5) there are 20% more science books than literature books, and (6) there are 20% more literature books than science books. This transformation makes students fall back into the exploration of problems, and this "change" will cultivate students' divergent thinking and play a role in creating situations and setting up feelings for students' thinking potential.
The creation of situation runs through the whole process, and its methods and approaches are also varied. There are also situations, problems, doubts, role-playing, computer simulation, picture reproduction and so on. Although creating situations is not the purpose, it is difficult to activate students' thinking without creating situations. Therefore, teachers must carefully create problem situations to make them become lubricants and catalysts for classroom teaching.