First, the creation of "problem situations" must conform to students' cognitive laws.
Mathematics Curriculum Standard points out: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. "So, in teaching, we should try our best to give students the opportunity to do math according to their own reality, so that they can feel that math is around, that learning math is very useful and necessary, and that students are willing to learn math, so that they can devote themselves to solving problems with great interest and enthusiasm.
For example, when teaching the course "Understanding within 1000", I designed such a situation to introduce a new lesson: the teacher was holding a transparent container with a lot of toffee in it. Teacher: Students who like toffee, please raise your hand, reach in and feel it, and estimate the amount of toffee.
Health 1:450 or so;
Student 2: around 380; ……
Teacher: Is there any way to know how many there are?
Health 3: Count it.
Teacher: Do you count them one by one?
After thinking for a while, the student suggested that there are too many toffees, one by one, which will delay our class time.
Teacher: How to count so many buttercups quickly? I have prepared as many toffee as I do in each group, but the difference is that you have a bag every 10. The team members work together and count the number of toffee with the fastest speed. Whichever method is good and the quantity is right, I'll give you the toffee.
So the team members counted the number of people under the leadership of the captain ... the students happily threw themselves into the hands-on operation. At the end of the class, the teacher affirmed the students' academic achievements in this class, and also shared the joy of success-gave the toffee to the students.
Psychology tells us: "As long as a person experiences the joy of success once, it will arouse the endless pursuit of ideas and strength." Therefore, teachers should create "sincere" and "successful" situations, so that each student can experience happiness in prosperity and explore in adversity, and then learning will truly become an important emotional experience in students' lives, so that students can have rich emotional experiences through active participation.
Second, the creation of "problem situation" must take students as the main body.
Taking students as the main body is the core of creating problem situations, and the success of mathematics teaching depends on students' participation in teaching activities. If students do not carry out effective exploratory learning activities, they will not be able to acquire knowledge and apply it. Therefore, in the process of creating problem situations, we should pay attention to creating a teaching environment conducive to giving full play to students' subjectivity, activating students' intrinsic motivation, mobilizing students' subjective initiative to the maximum extent, and guiding students to actively participate in the inquiry process of teaching knowledge.
For example, when teaching to find the least common multiple of two numbers, at the beginning of the class, I asked the students whose seat number is multiple of 4 to raise their left hand and the students whose seat number is multiple of 6 to raise their right hand. At this time, the teacher became suspicious: Why did four students raise their hands? Why is this? So as to create a problem situation of learning new knowledge and arouse the enthusiasm of students to participate in learning.
Third, the creation of "problem situation" should have a breath of life.
"Mathematics Curriculum Standard" points out: "In teaching, it is necessary to create learning situations that are closely related to students' living environment and knowledge background and are of interest to students". Mathematics knowledge comes from life and ultimately serves life, especially in primary school mathematics. Its prototype can be found in life, and only mathematics from life will be "living" mathematics and meaningful mathematics. Therefore, mathematics teaching should enable students to learn and understand mathematics in familiar situations and existing knowledge.
For example, in the teaching of Estimation, I designed such a problem situation: the sports meeting is over, the students won the honor for the class, and the teacher decided to take you boating in the park in order to reward you. A message was posted at the boating place: the boat is limited to 45 people, each of whom is 5 1 yuan; China ship is limited to 26 people, each with 38 yuan; The ship is limited to 9 people, each ship 17 yuan.
Class two (2) has 5 1 person. How should we charter a boat? Please design a charter flight plan. How much does it cost?
At this point, students actively think, and soon, various methods emerge one after another.
Health 1: I want to rent 1 large ship, 1 medium ship. The reason is: 45+26 > 5 1 person, which probably needs 5 1+38≈90 yuan.
Health 2: I want to rent two China boats. The reason is: 26+26 > 5 1 person, which probably needs 38+38≈80 yuan.
S3: I want to rent 1 big boat, 1 small boat. The reason is: 45+9 > 5 1 person, which probably requires 5 1+ 17≈70 yuan.
Health 4: I want to rent 1 boat 2. The reason is: 26+9+9 > 5 1 person, about 38+ 17+ 17≈80 yuan.
Health 5: I want to rent six boats. The reason is: 9 ⅹ 6 > 5 1 person, and the cost is about 17ⅹ6≈ 120 yuan.
Students have their own views and opinions, and some say that the method of giving birth to 5 is too wasteful and uneconomical; Some people say that it is very comfortable and enjoyable to sit up like this ... At this time, students are completely immersed in a "real situation" to solve problems in real life. In this way, with the help of daily life, problem situations are created to stimulate students' enthusiasm for getting close to mathematics and feel the fun of learning mathematics.
Fourth, the creation of "problem situations" should be interesting.
The creation of problem situations should arouse students' learning enthusiasm and stimulate their thinking. Teachers should design interesting question situations, so that students can learn knowledge in the anthropomorphic world or in specific practical operations, thus enhancing the interest of classroom teaching and effectively mobilizing students' learning enthusiasm, so that students can devote themselves to mathematics learning.
For example, in the lesson "Calculation of Rectangular Area", why is the area of a rectangle equal to the length times the width? What is the relationship between length, width and area? Teachers should guide students to operate: make a rectangle with a few squares of 1 square centimeter at will, and after spelling, inspire thinking: (1) How many square centimeters are these figures? (2) What are the lengths and widths of these figures? (3) What do you find between the length, width and area of each figure? Students' thinking develops with operation, observation and comparison, and soon discovers the law, so that students not only understand the meaning of the formula, but also understand the origin of the formula in the problem situation created by the teacher.
Fifth, the creation of "problem situation" should have certain openness.
The openness of problem design refers to maintaining an open state in problem design. When designing problem situations, teachers should consciously design open exercises and create problem situations according to the contents of textbooks and students' knowledge and experience. In this way, students are placed in the situation of guessing, exploring and discovering, and students are encouraged to actively participate in the problem situation in multi-level inquiry activities and experience the fun of inquiry. For example, when teaching "angles and right angles", teachers ask students to find the right angles of the following figures:
After the students reported it, they found that there was no right angle in the circle. The teacher asked: Who can make a right angle? At this time, the students took out the prepared CDs and folded pictures, and the students were in high spirits. Even students who have difficulties in peacetime are willing to make corners, and they have recovered their long-lost self-confidence, and their faces are filled with successful satisfaction and happiness.
The creation of problem situation is an effective way and means to encourage and guide students to actively carry out independent inquiry learning, and it has also become the direction that front-line teachers strive to pursue in curriculum reform. As long as teachers carefully create problem situations and make the teaching content attractive, they will certainly stimulate students' enthusiasm for participating in learning, thus improving students' classroom learning effect.