Qiu Wei Huan

Situational creation plays a great role, which not only enables students to master mathematics knowledge and skills easily, but also enables students to better experience the emotions in mathematics content and make the original boring and abstract mathematics knowledge lively and interesting.

Keywords from life to mathematics; Reflect the "mathematical taste"; Do not stick to teaching materials; Create an inquiry scene; Create application situations; Cultivate creative thinking

"Mathematics Curriculum Standard" clearly points out in the proposal of curriculum implementation: "We should try our best to create realistic situations from students' lives in teaching. The so-called situational teaching refers to a teaching activity that, according to the basic principles of pedagogy and psychology and the age and cognitive characteristics of students, creates a suitable learning environment by establishing an emotional atmosphere among teachers and students, cognitive individuals and cognitive subjects, so that teaching can be carried out in a positive and optimized environment, and learners' emotional activities participate in cognitive activities to activate learners' situational thinking, so as to acquire knowledge, cultivate their abilities and develop their intelligence in situational thinking. Situational creation plays a great role, which not only enables students to master mathematics knowledge and skills easily, but also enables students to better experience the emotions in mathematics content and make the original boring and abstract mathematics knowledge lively and interesting. Therefore, it is very important to implement quality education, cultivate students' innovative consciousness, practical ability and creative ability, and carefully create mathematical situations.

First, from life to mathematics, reflecting the "taste of mathematics"

"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. Let students feel that mathematics is around. Therefore, we should be good at creating perceptive and interesting teaching situations according to students' existing life experience, strengthening students' perceptual knowledge, enriching students' learning process, guiding students to observe, operate and communicate in situations, and making students feel the close connection between mathematics and daily life and the role of mathematics in life. Deepen the understanding of mathematics and use mathematical knowledge to solve practical problems. For example, when we teach "Preliminary Understanding of Corner", we arrange for students to collect various angular objects in daily life before class, and let students show their collected objects in class, and then let students carefully observe the similarities of these objects, and organize discussions and exchanges to abstract the characteristics of angular objects. Create an open activity situation according to students' familiar life reality. Through the practical activities of finding, pointing, touching and speaking, students' various senses are mobilized to participate in the teaching process, so that students' understanding of diagonal can be transformed from image perception to the level of establishing representation. After learning this lesson, organize students to explore the application and benefits of middle angle in life, so that students can really feel the close connection between mathematics and real life and the value of mathematics in life.

Second, do not stick to textbooks, and create inquiry situations.

In different situations, people's thinking activities vary greatly. Specific situations can make thinking more agile, and generate sparks innovation. Especially for primary school students, their abstract thinking is still poor, and the potential of innovative thinking needs to be developed. Students are natural explorers, and learning is a process of active inquiry. To carry out inquiry learning, teachers should create inquiry situations and expand inquiry space according to their needs. We believe that it is more beneficial to cultivate students' innovative ability to use teaching materials creatively without sticking to them. For example, when teaching "9+2", this is the first time that students are exposed to the initial knowledge of carry addition. Firstly, instruct students to use the method of making up ten, then describe the process of using the method of making up ten in words, and finally discuss the calculation method of "9+2" at the same table. On this basis, let students creatively learn "8+3", "7+4" and "6+5" and other similar topics. Through this teaching design, students' creative potential is fully tapped and innovative thinking is developed. Our teachers should take cultivating students' innovative ability as the foundation, not only boldly reform teaching, but also provide favorable situations for students' innovation in teaching; It is also necessary to strengthen students' ideas and leave the right of independent exploration to students.

Third, create application situations and cultivate creative thinking.

Mathematics comes from life, and there is mathematics everywhere in life. For many years, mathematics teaching has neglected the practical application of mathematics, paid no attention to cultivating students' application consciousness and application ability, and paid attention to mechanical training and problem teaching divorced from reality. Long-term training like this will lead to students' rigid thinking, which is not conducive to students' thinking development. Therefore, in teaching, every time you learn a new knowledge, teachers should encourage and guide students to go deep into real life, solve some practical problems, and truly apply what they have learned. For example, after learning simple multiplication, take the hens laying eggs at home as the topic and ask, "Xiaoming's family feeds six hens, and one hen lays an egg a day. How many eggs can these six hens lay a day?" Some students wrote:1+1+1+1= 6. Another student said, "Teacher, this problem can be expressed as 6× 1=6 by multiplication." The author praised them. Another example is to ask students to calculate the height of the flagpole on the playground after learning "Comparison and Proportion". After learning "rectangle", ask the students to calculate the perimeter of the color TV screen at home.

Fourth, create a competitive scene.

Pupils are competitive, so teachers can introduce competitive consciousness into the classroom and carefully create competitive teaching situations. We often create such a competitive situation in math class. Students' learning enthusiasm is high and the learning effect is good. The specific operation is as follows: every six students in the class are a group and divided into several groups. Team members who abide by discipline and can listen to lectures, ask questions, think, cooperate and communicate in class will be awarded 100 points each time. If every member of the group performs well, they will get 600 points. At the end of the class, the winners are judged, namely: champion group, runner-up group and runner-up group. The teacher and the whole class applauded the team that won the first place, the second place and the third place. The members of the winning team expressed their happiness and joy in their favorite way. Teachers encourage groups with poor grades and put forward their hopes and demands. Introduce competitive opportunities into the classroom, compete in groups, and compare which group attends class, which group cooperates and which group learns well. Children like this form very much, and their learning enthusiasm is very high, and the learning effect is also very good. At the same time, cultivate students' sense of competition and spirit of cooperation.

Situational teaching is a major feature of new curriculum teaching. It helps to stimulate students' interest in learning. It provides rich and vivid space for the introduction of new knowledge. When teaching, use "lively" teaching materials and "lively" examples to skillfully create realistic and meaningful situations for students. In this situation, students are taught to learn and apply mathematics, so that they can feel that mathematics has rich connotations and realize that mathematics is in our life, and life needs mathematics, and mathematics is closely related to people's lives. Students have no obstacles in learning and learn easily.

(Author: Central Primary School of Hongqi Ruth Township, Xiuyan Manchu Autonomous County, Anshan City, Liaoning Province)