Keywords: Creating situational connection is actually in line with cognitive interest.
"Mathematics Curriculum Standard" points out: "Mathematics teaching should closely connect with students' real life, create vivid and interesting situations from students' life experience and existing knowledge, guide students to observe, calculate, guess, reason and communicate, and enable students to master basic mathematics knowledge and skills through mathematics activities."
With the new round of curriculum reform, mathematics classroom is full of unprecedented vitality, and "situation creation" has also attracted much attention in mathematics classroom. However, in actual classroom teaching, many situations created by teachers deviate from students' cognitive level, which can't arouse students' * * *, and are far from students' life experience, which can't stimulate students' interest. Besides, the teacher has a misunderstanding of creating situations, blindly pursuing form and paying attention to excitement, and the classroom effect is not ideal. How can we make the creation of mathematics teaching situation effective and better serve classroom teaching? Let's talk about my own views:
First, the creation of scenes should be linked to real life.
Mathematics is closely related to our life. Creating a situation close to life can improve students' interest in learning. In math class, many teachers can introduce life situations into the classroom. However, some teachers connect with life without thinking. For example, the situations created by rural teachers in teaching are either shopping malls, parks or going to the suburbs. In class, the students looked at each other and were not interested in learning. Teachers don't know that the environment they create is far away from rural children, and they are not familiar with these environments. The Curriculum Standard for Primary Mathematics emphasizes that mathematics teaching must start from the familiar life situation of students, so that children have more opportunities to learn and understand mathematics from familiar things around them. The connection between mathematics and real life not only requires that the selection of materials must be closely related to students' real life, but also requires that mathematics teaching should start with students' familiar life situations and interesting things, provide them with opportunities for observation and operation, and give them more opportunities to learn and understand mathematics from familiar things around them, realize that mathematics is everywhere in life, and feel the interest and function of mathematics. Therefore, as rural teachers, we should focus on rural life when creating situations, and create familiar situations for students, so that students can happily understand and learn mathematics knowledge in familiar situations and feel the ubiquity of mathematics.
Second, the creation of situations should conform to students' cognitive characteristics.
Suhomlinski, a famous educator, said: "In the deep heart of people, there is a deep-rooted need to be a discoverer, researcher and explorer. In the spiritual world of children, this demand is particularly strong. " In the eyes of children, they always feel that they are discoverers and explorers. However, due to age factors and limited knowledge and experience, it is impossible to explore voluntarily. Therefore, teachers should try their best to create situations that meet students' cognitive level in teaching, so as to stimulate students' desire to explore and make them experience the fun of exploration and discovery.
Pupils have no intention of paying attention to the dominant position in the learning process, and their thinking is mainly based on images. In teaching, we should give full consideration to the characteristics of students' physical and mental development, combine students' life experience and existing knowledge, design interesting and meaningful situations, stimulate students' interest in learning and build a bridge of students' cognition. For example, primary school students are strong and love to show themselves. Teachers can create competitive scenes such as winning the red flag and breaking through mental retardation in class, and students' learning enthusiasm will be high. The lively and boring classroom teaching of junior students will definitely make them feel tired and boring, and the teaching effect will not be good. Facing the children of Grade One, teachers can create a game-based teaching situation in teaching, introduce the games they like to play into the classroom, let them play in middle schools and schools, stimulate and attract students to like and be willing to learn, and let them enjoy learning. For senior students, teachers can create problem situations, set obstacles, spread doubts, stimulate students' desire for knowledge and enthusiasm for participation, and let them discover mathematical problems, acquire new knowledge, find mathematical methods to solve problems and experience the happiness of learning mathematics from their existing knowledge and thinking level.
Third, the creation of situations should stimulate students' interest in learning.
Zankov once said: "Interest in what you have learned may become the driving force for learning." To make students learn with interest, the key is that teachers can stimulate students' interest in learning. Only when students are really interested in learning will they feel that learning is not a burden, but a kind of fun and actively engage in learning. Good teaching situation is one of the ways to effectively stimulate students' curiosity and thirst for knowledge. Therefore, teachers should carefully choose the most effective situation creation according to the content, objectives and teaching difficulties to stimulate students' interest in learning.
Pupils like fairy tales, and many theme pictures in textbooks can be "animated", compiled into children's stories and told vividly in the form of stories, so that students can unconsciously enter the best learning state while listening to stories, and let them feel that mathematics is so interesting and attractive. Students will naturally devote themselves to teaching activities and actively think in their favorite story situations. Actively explore, students themselves have experienced the process of exploring new knowledge, then the understanding of knowledge will be more profound and thorough, and such a mathematics classroom will certainly achieve twice the result with half the effort.
In short, in the primary school mathematics classroom, we should start from students' actual life and existing knowledge and experience, arouse students' enthusiasm and initiative, stimulate students' strong thirst for knowledge, create vivid and interesting teaching situations, make mathematics close to life, let students find mathematics around, make students feel that life is very interesting and mathematics is very interesting, so as to arouse students' enthusiasm for learning and make mathematics classroom glow with vitality.