Freudenthal, a Dutch mathematics educator, also put forward the situation theory. He thinks that situations can be the following: place, story, design, theme and editing. According to the above description, we find that as a "situation" of classroom teaching, it should have the characteristics of life, interest and problem. "Life" means that the situation must be close to the child's life. Only by choosing mathematics close to life can students truly feel mathematics, feel concrete things from abstract numbers, and make students' thinking transition from an image to abstraction. "Interesting" means that the situation must be able to stimulate children's enthusiasm for learning and arouse their enthusiasm. Children often take the initiative to engage in activities they are interested in, and the introduction of situations is to stimulate children's interest in learning and let them actively participate in mathematics activities to experience and discover. "Probability" refers to asking questions in situations, which can arouse students' doubts, stimulate students' cognitive conflicts, promote students' mathematical thinking, and seek more discoveries and creations, thus solving problems arising from cognitive conflicts and developing students' logical thinking ability. One of the important goals of mathematics teaching is to cultivate students' logical thinking ability. Therefore, the situation must be "problematic" to help students develop their logical thinking ability.
Situation must come from life, and there are mathematical phenomena everywhere in life. Realistic mathematics is formed by different environments, so realistic mathematics can be the basis for children to learn mathematics. There are many math problems in real life, but only those close to children's lives can arouse their interest. Interest is to learn from all the best teachers, so the introduction of classroom situations should be more concerned by children. Only in this way can we interact with students effectively in classroom teaching.
Second, the general method of creating situations
Ingeniously creating problem situations in teaching can attract students' active investment and positive thinking, which is undoubtedly a method with twice the result with half the effort. A lesson is not only a learning process of knowledge, but also an emotional process of students. When students participate in teaching, think positively and speak positively, you will find that their faces are full of brilliance and excitement. This class is undoubtedly the most successful. In mathematics teaching, topics need situations, problem-solving teaching needs situations, and cultivating students' thinking ability also needs to create problem situations. Many students reflect the tedium of mathematics. In fact, good problem creation attracts students' active participation and learning, and they will appreciate the beauty and interest of mathematics. The method of hypothetical situation can generally be carried out from the following aspects. 1. Create problem situations by analogy with real-life phenomena. 2. Extend old problems and create problem situations. 3. Create problem situations through association.
4. Using simple mathematical experiments to create problem situations 5. Using mathematical materials to create problem situations.
6. Create problem situations with mathematical stories and mathematical allusions.
Third, the role of "situational teaching" in primary school mathematics classroom? 1, situations can help children get positive emotions.
Psychological research shows that individual emotional cognitive activities have three functions: encouragement, reinforcement and adjustment. Motivation makes positive emotions play a positive role in starting and promoting cognitive activities, while negative emotions hinder and inhibit the start and progress of cognitive activities. The strengthening function of emotion makes people's behavior strengthened by positive emotional experience and changed by negative emotional experience. The regulating function of emotion means that emotion has the efficiency of organizing or disintegrating individual cognitive operation activities. Positive emotions such as happiness, interest and joy are helpful to promote the cognitive process, while negative emotions such as fear, anger and sadness will inhibit or interfere with the cognitive process. In a familiar environment, children are more likely to devote themselves to their emotions. Therefore, the introduction of situations in teaching is to make full use of children's characteristics, give full play to the bond and driving role of emotions, improve children's interest in mathematics learning based on life scenes that can arouse students' positive and healthy emotions, and make children's mathematics learning a voluntary and happy thing.
2. The introduction of situations can stimulate children's curiosity and make them learn actively. It is children's nature to have a strong curiosity about things. With curiosity, people will actively ask questions about things and become interested in the discussion of problems, and this interest can stimulate children's perseverance in solving problems. Therefore, curiosity is the main driving force to promote children's autonomous learning. However, according to the research of psychologists, if children's curiosity is not cultivated, their curiosity will decline. In other words, if people are rarely driven by curiosity to explore, then curiosity will easily disappear.
Some experiments show that whether the situation is introduced into the primary school classroom is significantly related to the change of children's learning attitude. The introduction of situation provides the beginning of children's interest and makes them realize that many scenes in life are full of mathematical knowledge. Driven by curiosity, through the exploration of such scenes, children can learn independently and experience the fun of learning.
3. The introduction of situation makes children transition from thinking in images to abstract and logical thinking.
Introducing situations into the classroom conforms to the characteristics of children's mathematics learning that abstract logical thinking is still connected with perceptual experience to a great extent and has great concreteness. Children learn and master mathematics by exploring their own life world. For example, they formed a preliminary logarithmic understanding by counting various items in daily life; By fiddling with various building blocks, I formed a preliminary understanding of graphics. They all establish their understanding of "number" and "shape" by observing a large number of vivid images and touching various objects. Therefore, children often have a lot of experience in mathematics and activities in their daily lives. By introducing situations, students can combine abstract mathematics with real life, which is a process of transition from image thinking to abstract thinking. For example, learning to know RMB in senior one is introduced through the price tag of supermarket items in real life. Because this is for students, let them feel the truth of mathematics. In this process, students have experienced the transformation from concrete images to abstract concepts, and the situation enables students to form mathematical concepts better. Dewey said that thinking starts from the situation of direct experience. Introducing the situation into the primary school mathematics classroom provides a broad thinking space for children, and combines observation and thinking, observation and imagination in the situation, so that students can gain rich impressions in observation, listening and touching, learn positive thinking, and thus promote the continuous mathematization of his real world.
4. Situation can expand students' understanding of knowledge.
We can also deepen and expand students' understanding of knowledge by introducing situations into mathematics classroom. For example, when teaching multiplication, teachers often like to put "1 four-wheeler, two wheelers?" "1 4-legged rabbit and 5 rabbits with several legs?" Introduce the situation into the classroom. Through the operation of this situation, students will find that the one-to-many relationship between the two groups represented by multiplication is unchanged. Although the number of elements added in the two sets is different, there is a certain relationship between the number of elements in the two sets, which makes students understand the meaning of "ratio" initially. At the same time, because the two variables in the situation change together, and this change is causal, this implies the meaning of "multiple".
5. The introduction of situation can help students solve problems in real life by using mathematical knowledge.
Children learn mathematics through century life, which is closely related to their own lives. The task of primary school mathematics teaching is to establish the connection between abstract mathematics and children's real life, and to help children form the consciousness that mathematics comes from real life and must return to real life. In this regard, the situation plays a great role. Introducing situations into the classroom is to include what children want to learn in the questions with situations as the background. Because the situation is often a familiar life scene for students, children can fully feel that the learning of mathematics knowledge has a certain connection with real life. With the continuous characterization of the problems contained in the situation, children will use their existing experience to design solutions to the problems and implement them. During this period, children will gradually realize that using mathematical knowledge to solve practical problems is an effective method. Over time, children will be more willing to think about problems in real life from the perspective of mathematics, and then solve problems, that is, children's awareness of applying mathematical knowledge to real life will be improved.
To sum up, situations can make students feel that they are in a situation. By showing students vivid and concrete images, we can stimulate students' interest in learning, cultivate students' initiative in learning, enable students to achieve abstract thinking from the perception of images, and at the same time expand their understanding of knowledge, so as to encourage students to learn meaningful mathematics and gradually learn to think and solve problems from the perspective of mathematics. It can be seen that the introduction of situation in primary school mathematics classroom conforms to children's age characteristics and mathematics learning characteristics, and it is very important to introduce situation into primary school mathematics classroom at an appropriate time.