First, create a situation to stimulate students' desire to learn
Creating a good situation is an important means to improve the teaching effect. When creating situations, I pay attention to vividness and interest, and at the same time pay close attention to the teaching content, so that the created situations can play a stepping stone, stimulate students' interest in learning, arouse their thinking, and play a guiding role in the future curriculum development. For example, when I was teaching "Understanding the Circle", I designed such a "passion introduction": "Do you all know what shape the wheels of the car we usually sit in are?" "The wheel is round." "Can wheels be made into other shapes, such as square, rectangle, triangle and ellipse?" At this time, students became interested in my question, and a strong cognitive conflict triggered their determination to understand the mystery. Then, through hands-on practice, cooperation and discussion, they understood the concepts and properties of "circle", "center", "diameter" and "radius".
Second, capture living resources and create problem scenarios.
"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. Spring has come, the trees have turned green, the water has become clear, the hens have become diligent and laid more and more eggs. Yesterday, the teacher came home and counted the eggs in the henhouse. There are 40 eggs (showing the schematic diagram of 40 eggs that have been drawn). The hen laid two eggs this morning (drew two eggs 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.
Third, create a situation to seek "change" and arouse students' initiative in learning mathematics.
Scenario creation should be conducive to cultivating students' thinking ability and pioneering and innovative ability. Seeking "change" means 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: 1, 20 apple trees and 24 pear trees. How many parts of an apple tree are pear trees? There are 20 apple trees and 24 pear trees. How many times is the pear tree? There are 20 apple trees and 24 pear trees. What percentage of apple trees are pear trees? There are 20 apple trees and 24 pear trees. What percentage of apple trees are pear trees? There are 20 apple trees and 24 pear trees. How many points are apple trees less than pear trees? There are 20 apple trees and 24 pear trees. How many percent are apple trees less than pear trees? This kind of change makes students fall into the exploration of problems again, and this kind of "change" will cultivate students' divergent thinking and play a role in creating situations and setting up feelings for students' thinking potential.