"Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Mathematics teaching requires close contact with students' real life, creating various situations according to students' life experience and existing knowledge, providing students with opportunities to engage in mathematics activities, stimulating their interest in mathematics and their desire to learn mathematics well. Therefore, this paper discusses the significance, methods and problems that should be paid attention to in the construction of primary school mathematics classroom situation.
First, the significance of creating a situation.
1. Stimulate students' interest in learning.
Psychologists' research proves that people's thinking level when they are depressed is only half that when they are in high spirits. In classroom teaching, by creating effective situations, students' psychology is adjusted to the most critical state, which touches students' urgent desire to understand things, stimulates their enthusiasm and interest in creative thinking, and makes them in a good state of positive thinking, and their thinking is greatly activated.
For example, when I was teaching symmetric graphics in the second grade, I used multimedia courseware to create situations and tell stories. One day in summer, a little dragonfly flew around the grass to catch mosquitoes. Suddenly, a beautiful little butterfly flew around the little dragonfly. The little dragonfly was angry, but the little butterfly said with a smile that they were a family. Little dragonfly doesn't believe it. Little butterfly takes little dragonfly to find their family members. Students, why did Fluttershy say that?
In this way, the introduction of the new curriculum has stimulated students' interest in learning and enabled them to actively explore the * * * characteristics of symmetrical graphics with strong interest and concentration.
2. Stimulate students' problem consciousness.
It is a classroom teaching mode in the implementation of new curriculum standards to let students experience the learning process of "problem situation-establishing model-explaining application and expansion". The basic idea of this model is to arouse students' discussion with realistic, interesting or related questions. In the process of solving problems, new knowledge points or skills to be formed appear, and students have a clear destination to learn new knowledge, form new skills, and then solve the original problems. Therefore, "reasonable situation generally contains deeper mathematical problems, which originated from the' recent development zone', and it is easy to guide students to ask questions, thus generating the impulse to solve problems and stimulating students' awareness of problems.
For example, a sixth-grade math teacher designed such a teaching situation: on the eve of graduation. Class 6 (1) is going to buy a cup with a price tag of 10 yuan as a graduation souvenir. After consultation with the shopkeeper, the shopkeeper introduced such preferential measures respectively. Among them, shop a is like this: 10% discount for each cup; And shop B is like this: the original price is ten cups, and all the extra cups are 15% off. Now, as a member of level 6 1, which store are you going to buy graduation souvenirs? Why? Such a topic can not only stimulate students' research enthusiasm, but also contain questions of great thinking value. This can stimulate students' thinking to the maximum extent.
3. Accompany students' mathematical consciousness.
Reasonable situation creation can effectively combine mathematics with children's life and mathematics experience, present it to students, let students experience the value of mathematics, gain thinking exercise from the process of analyzing, refining, reasoning, exploring, discovering and solving problems, and complete the process of mathematicization. In this process, it is not only the construction of mathematical knowledge methods and skills, but also the process of mathematical thinking and problem solving, as well as the experience of mathematical emotional value.
Second, the method of creating situations.
1. Create interesting situations
Tolstoy said: "Successful teaching needs not coercion, but arousing students' interest. "Mathematics is more rational than emotional. Teachers should fully reflect the interest and charm of mathematics when creating situations according to the age characteristics of students, and improve students' interest and enthusiasm in participation. In classroom teaching, we should try our best to create situations, adjust students' psychology to the best state, touch students' urgent desire for the unknown, stimulate their enthusiasm and interest in thinking, and make them in a state of positive thinking, thus activating their thinking.
For example, in the teaching of "Length and Shortness", I used this story to introduce: "The National Day is coming, and Grandpa Wisdom specially brought us many gift packages. Do you want to know what's in it? A bag for two people, pour it out and have a look. " This fully captures the curiosity of students, and students can quickly enter the best learning state. In order to further arouse the enthusiasm of students to participate in the learning experience, when the students emptied the ruler, pencil and colored paper out of their schoolbags, I once again used the playful nature of children to say, "Please put it on the table and see what you will find?" Create a relaxed classroom atmosphere, let students play while moving, enjoy learning and communicate freely, and let students really participate in learning wholeheartedly.
For another example, when teaching "Understanding of Circle", we can create an "Animal Games" situation, let different animals ride racing cars with wheels of different shapes, guess who won the first prize, and discuss: "People make wheels into circles, why not make them into triangles, ellipses or squares?" Students are very interested in such problems that are close to life, so they will use what they have learned to think, analyze and finally come to a conclusion.
2. Create problem situations
The ancients said: learning begins with thinking, and thinking begins with doubt; Small doubts and small progress, big doubts and big progress. Students' thinking activities of seeking knowledge always start from problems and develop in the process of solving problems. Therefore, in classroom teaching, teachers should set appropriate obstacles purposefully and systematically according to the characteristics of teaching materials, so as to arouse students' inquiry and positive thinking about difficult problems. Creating problem situations can arouse students' desire for knowledge, open the floodgate of thinking, and make students enter the realm of "the heart is trying to get through, but the mouth is impassable" For example, when teaching "Preliminary Understanding of Fractions", I intend to create a vivid and interesting artistic conception, inspire students to participate, arouse students' interest, and mobilize students' high enthusiasm for new courses. At the beginning of the class, the multimedia played the scene that Mingming and Lanlan shared moon cakes. Four moon cakes were given to two people on average, two pieces each. Two mooncakes are distributed to two people equally, and each person gets 1 piece; 1 mooncakes are distributed to two people equally. What is everyone's share? How to divide it? How to write? With the help of the familiar example of "dividing moon cakes", guide students to perceive how two moon cakes and one moon cake are represented by integers and how to represent them when two people share one moon cake. The fact that scores are based on average is naturally presented to students, which not only increases the connection between mathematics knowledge, but also makes students feel that mathematics is around, and encourages students to explore new knowledge. Another example is teaching "the characteristics of numbers divisible by 2 and 5". At the beginning of the class, the teacher said, "Let's play a guessing game first." The students were very happy and listened attentively: "Students, no matter how many digits you say, the teacher can know whether it can be divisible by 2 or 5 without calculation." Do not believe, you try. " Students quote more and more, teachers answer them one by one, and students verify the answers through calculation. At this time, everyone was surprised. What's "tricky" in this? So the teacher said, "Do you want to know the mystery? This mystery will be answered through the study of this course. " At this time, students are eager to explore knowledge and study hard. This is the truth that "only when there is doubt can we think, and only when we think can we gain".
3. Create an operational scenario
Psychological research has proved that children's thinking begins with hands-on. If the connection between activity and thinking is cut off, thinking cannot develop. To solve the contradiction between the abstraction of mathematical knowledge and the visualization of students' thinking, the key is to operate it by hands and show it to learners in an intuitive form, so as to discover new knowledge and feel the pleasure of manual learning. At the same time, the curriculum standard points out: "Hands-on operation is one of the important ways for students to learn mathematics." Pupils are curious and active. And mathematical knowledge itself is boring and abstract. In order for students to master mathematics knowledge, they must conform to their own characteristics. For example, when teaching the "quadrangles" in the fifth volume of the teaching edition, we designed a little activity on the way, and prepared an envelope for each group, which was filled with graphics, so that students could feel the connection and difference between these quadrangles with different points in the process of classifying various quadrangles. For another example, in the section of "Preliminary Understanding of Fractions", because "Fractions" are abstract to students, I have been paying attention to linking the understanding of fractions with graphic operation activities in teaching, and giving full play to the positive role of hands-on operation in students' active construction. At the same time, give full play to the function of group cooperative learning, so that students can carry out inquiry activities on the basis of operational activities in a democratic and harmonious atmosphere, actively practice, actively construct knowledge and enhance students' thinking.
Therefore, in teaching, we should appropriately increase students' hands-on opportunities, mobilize all kinds of senses to participate in activities in the process of students' various operations, promote students to closely link external actions with implicit thinking activities, strengthen memory and understanding, and explore the laws of the development and change of mathematical knowledge.
Third, the problems that should be paid attention to when creating situations.
1, don't be far-fetched
The far-fetched problems in Creating Situations can be divided into several situations. First, the mathematics in the situation is far from the mathematics in children's experience, which cannot lead to positive transfer and is not conducive to students' entering mathematics. Secondly, the mathematics in the situation is far from the mathematics in the textbook (that is, the knowledge goal). Phenomenon conflicts that are not conducive to students. Moreover, the mathematical phenomena in the situation are complex and the theme is unclear, which easily leads to the deviation of learning objectives. Third, the creation of teaching situation tends to be absolute, and teaching objectives are difficult to implement. For example, a teacher created a problem scene of "dividing division into integer decimal divisions" in class, asking students to ask more questions and answer them one by one. However, the main goal of this course is to improve students' computing ability. Teachers spend more than ten minutes creating situations, which may help students improve their problem-solving ability, but it is not necessary to sacrifice students' practice time.
2. Avoid lack of problems
Some teachers regard creating situations as an activity of communication and affinity between teachers and students before class, some as games and conversations to stimulate interest, and some as a way of presenting learning materials, but they lack the impulse to ask questions and stimulate students to find and ask questions. For example, a teacher is teaching translation and rotation. In order to stimulate students' enthusiasm, teachers prepared a large number of learning tools such as KFC toys and electric fans before class. In class, students are deeply attracted by the toys provided by teachers, and can't enter the learning state for a long time. The teacher asked the students, "Are these objects moving in the same way?" The student replied, "Not the same". The teacher asked "What's the difference"? The student replied: "the electric fan has a battery, and this toy has a spring;" This can run off the table, but others can't; These toys run fast, but they run slowly. "What students care about is why these toys move, but they don't care about the math problems raised by the teacher at all.
3, do not pay attention to the stage
The narrow understanding of "creating situation" in primary school mathematics teaching can be regarded as a way of presenting learning materials. The presentation of learning materials should be different for students of different ages, and the three levels of low, middle and high have different creative strategies respectively. Some teachers make it axiomatic and formulaic, ignoring the stage characteristics of students' learning personality.
In short, if students feel the situation carefully created by teachers everywhere in their mathematics learning activities, then their thinking will be fully activated, they will explore new knowledge more actively, they will actively explore and think about mathematics problems, and they will constantly produce novel and unique opinions. Our classroom will be more intelligent and full of vitality. In mathematics classroom teaching, teachers can create interest situations, question situations and operation situations according to situations. In addition, teachers should pay special attention not to be far-fetched, not to lack problems, and to pay attention to stages when creating situations.