Aristotle said, "Thinking begins with doubt and surprise". Students' thinking activities are caused by problems that need to be solved. Only when students are interested in the problems they encounter, will they have the desire and requirement to solve the problems, and will they lead to positive thinking. Mathematics is the gymnastics of thinking, and creating inspiring thinking situations is a common means in mathematics teaching.

How to create problem situations in the concrete teaching of primary school mathematics classroom? Due to the different contents, purposes, tasks, objects and time of teaching, the methods of creating problem situations are also different, which are listed below to illustrate.

1, arouse suspicion and interest to set the situation. Interest stimulates inspiration, and interest is the forerunner of discovery. When learning a new knowledge, teachers should be good at setting some novel and interesting questions to arouse students' curiosity and enable them to actively think and explore new knowledge with strong interest. Setting this kind of question is to organize attention from interest, let students enter the situation and pay attention to the learning content. For example, when teaching the concept of "as much", teachers can create situations: Xiaoming likes rabbits very much, and he has four rabbits at home (showing pictures of rabbits). Today, he went to the garden and pulled out four carrots (showing the map of radish) for the rabbit to eat. A rabbit ate a radish (connecting the rabbit and radish one by one with a thread). Children, do you have any spare radishes? Are there any rabbits that haven't given radishes yet? What is the relationship between the number of rabbits and the number of radishes? In this way, according to the teaching content and the age characteristics of junior students, we created a problem situation full of childlike interest and students' strong interest in learning new knowledge. At the same time, it aroused students' strong interest in research, generated the motivation of "I want to learn" and added infinite charm to classroom teaching.

2. Introduce the old into the new environment. Mathematical knowledge has a strong consistency, and every concept, property and formula is often generated and developed on the basis of the corresponding original knowledge. Therefore, in teaching, we should be good at connecting with old knowledge, grasp the connection point between old and new knowledge, bring forth the new, ask questions and arouse students' intentional attention. For example, when teaching "division with remainder", you can first show the preparation questions: there are 8 apples, 4 apples on each plate, how many plates can you put? Ask the students to calculate vertically, and then guide them to think about what the remainder "0" means in the vertical direction. The student replied: "0" means it has just been finished, and there is nothing left. Then change "8" to "9" as an example of the new lesson: there are 9 apples and 4 apples on each plate. How many plates can you put? Then, while operating with teaching AIDS, guide students to think: "After this change, has the meaning of the topic changed?" Why? What method is used to calculate? What is the result? "In this way, the evolution point is highlighted at the junction of old and new knowledge, and the remainder is obtained by the number left in the division calculation, which has fully paved the way for understanding the concept of' remainder' and almost received the effect of breaking it.

3. Set the situation step by step. Step-by-step situational setting means that teachers set small problems according to the teaching content and teaching objectives in classroom teaching, and in the process of solving these problems, guide students to learn, understand and master new teaching content step by step. This will help to cultivate students' learning ability, independent thinking and problem-solving ability, and make the whole teaching process clear, hierarchical and compact. For example, if there is a problem in teaching, the teacher can design such a problem situation: let two students in the class stand in front of the podium and perform two people walking relatively. The teacher gave the signal: "March in haste" until they met. Let students watch the demonstration and ask some questions for them to think about:

(1) How many people is this about? (Summary: Two people, or two objects such as two cars and two boats)

(2) Where did they stand? (Summary: There are two places on both sides)

(3) How did they go? (Summary: Walking face to face means walking in the opposite direction)

(4) What did the teacher say when he shouted "March in haste"? (Summary: Let's go together and start at the same time)

(5) What was the result? (Summary: Meet halfway)

In this way, through the creation of situations, students are guided to gradually understand the meaning of the problem, and their thinking is gradually deepened, thus breaking through the difficulties and making the whole teaching process smooth and natural.

4. Reveal the contradictory situation. Contradictions in learning include the contradiction between one's existing experience, knowledge or expectation, expectation and new topic; The contradiction between known conditions and unknown conditions within the subject; The contradiction between the two materials studied at the same time; Contradictions between different understandings of the same subject, etc. Teachers should be good at revealing and presenting contradictions in teaching. Presenting these contradictions to students naturally can create problem situations, stimulate students to think positively and explore new knowledge hard. For example, the initial understanding of the teaching grade is that the teacher can design it like this: the hen sends moon cakes to two chicks, and let the children count the number of moon cakes each chick gets with their fingers: (1) There are four moon cakes, which are distributed to the two chicks equally. How many moon cakes does each chicken get? The student quickly stretched out two fingers. (2) There are two moon cakes, which are shared equally with two chicks. How many moon cakes does each chicken get? The student quickly stretched out a finger. (3) There is a moon cake, which is divided equally between two chickens. How many moon cakes does each chicken get? At this time, many students were stumped. Some students stretched out a curved finger and said that each chicken got half a moon cake, but less than one, so this finger should be bent down by half. The teacher asked again: Can you represent this "half block" by numbers? All the students shook their heads. At this time, learning a new number-score has become an urgent need for all students, which has aroused their desire to learn new knowledge.

5. Create suspense and set the situation. The end of a math class does not mean the end of teaching content and students' thinking. "Learning is expensive but there is doubt", and doubt is the need of knowledge "never tire of learning". Pupils are young, curious about new things and like to get to the bottom of it. If we make full use of the novelty, strangeness and uniqueness of teaching materials and set questions at the end of class, we can cultivate students' ability to explore new knowledge independently. For example, before the end of the class "Understanding of Millimeter and Decimeter", the teacher can ask a question: "If we use the meters, decimeters, centimeters and millimeters we have learned to measure how far Shanxi is from Beijing?" The student replied, "It's not easy to measure, because the distance is too far and the journey is too long." At this point, the teacher set a suspense: "So, is there a better unit of measurement for measuring long distances?" We will solve this mystery next class. "In this way, while revealing contradictions, it creates suspense. In a few short sentences, students have a desire to explore new knowledge on the basis of mastering what they have learned in this class.

6. Deepen the situation of knowledge creation. In order to let students really understand and master the new knowledge they have learned, they can conduct in-depth questioning. For example, after talking about the sum of the internal angles of a triangle, in order to consolidate our knowledge, we can divide a big triangle into two small triangles and ask, "What is the sum of the internal angles of each triangle?" Many students answered 180÷ 2 = 90. Ask again: "Right? Measure it. " Through measurement, students clearly know that the sum of the internal angles of a triangle is 180, regardless of its size and shape. In this way, deepening the questioning of knowledge is enlightening to students and plays a role in drawing inferences from one another.

In addition to the ways listed above, teachers should be good at constantly creating problem situations in the whole classroom teaching process, so that students' thinking is always in an active state of "a wave of unrest, a wave of unrest" and always actively participate in the whole teaching process. Create problem situations, create good internal and external conditions for students' thinking, and stimulate students' strong desire to remove obstacles and solve problems under the new situation. The cognitive process of students is the process of their positive thinking. When students are full of enthusiasm and devote themselves to thinking, it is possible to achieve good results in exploring and solving problems.

Although there are many forms to create problem situations, the form should serve the teaching content and the content should serve the goal. In teaching, teachers should adhere to the goal and achieve the unity of form and content. Don't ask questions for the sake of asking questions, but create situations for the sake of creating situations, otherwise the purpose of optimizing classroom teaching will not be achieved.