Mathematics often gives people an abstract and boring impression. Based on the age of primary school students, teachers need to use some means to stimulate their interest, mobilize their cognitive sexiness and promote their in-depth thinking about problems. Therefore, creating situations has become an indispensable part of teaching design. With the gradual advancement of the new curriculum, teachers have fully realized the significance of situation in primary school mathematics classroom teaching, and accumulated many excellent cases and practical experience. The "situation" mentioned in primary schools is broad, and the understanding of it is also diverse. But it can only be called a meaningful situation if it is related to the existing experience and the new knowledge group.

First of all, creating situations should be interesting.

Based on the characteristics of mathematical knowledge, mathematics sometimes seems a bit serious. It is undoubtedly a very effective method to let the situation undertake the task of stimulating students' interest in learning and stimulating their positive emotions. We can design interesting characters, tell interesting math stories and play interesting math games. The choice of methods must take into account the age characteristics of students and be interesting. In Ms. Wu's years of practice, we can often see interesting situations carefully designed by her, with rich and colorful forms. Storytelling is a frequently used method.

Look at Mr. Wu's "How much land can you circle?" 》。

In class, Mr. Wu first told the children a short story:

A man named Bahome wants to buy a piece of land on the grassland. The land seller said, "If you are willing to pay 1 000 rubles, then the land surrounded by the road you walked from sunrise to sunset is yours. However, you must return to the starting place before sunset, or your money will be wasted. " Bahome thought it was a good deal and paid for it. He wants to take the farthest route and get as much land as possible. The next day, as soon as the sun rose, he began to run on the grassland.

Students, if you were Bahome, how would you enclosure?

The story made students think deeply: Bahome tried his best and the running route was the same length. The key is to see what shape he is around. When the perimeter is fixed, what figure has the largest area?

What an interesting math story! Students are deeply attracted, which is not only the attraction of the story, but also the key to make children have the desire to learn and feel the excitement and sense of accomplishment brought by solving mathematical problems.

Therefore, how to make children like math is a problem that math teachers must think about and solve. Interesting situations will attract students and make them take the initiative to approach mathematics learning. Therefore, teachers should combine students' age characteristics and real life to create a situation full of mathematics interest.