First, the significance of creating problem situations
Teaching situation is a special teaching environment. Teachers can improve teaching effect by mobilizing "emotional intelligence" to develop students' psychological function. It can be said that a good teaching situation can make students feel happy from classroom teaching, thus generating a strong interest in mathematics and providing students with a good learning environment.
"Question situation" refers to the stimulating data materials and background information that teachers ask students questions that need to be answered according to the teaching content under certain situations (or certain conditions), with the value orientation of stimulating students' question consciousness. It is an environment that constitutes teaching activities, a condition for students to have disciplined learning behavior, and a learning situation. It is a situation that causes the strongest thinking motivation and the best thinking orientation through the conflict between external problems and the due process of internal knowledge and experience. Its purpose is to stimulate students' interest in learning and thirst for knowledge, and to achieve their learning goals with their enthusiasm for knowledge. Therefore, the problem situation is to put students in a new and unknown learning atmosphere, so that students can actively participate in learning in the dynamic process of "proposing-discovering-solving problems". This kind of learning activity can not only enable students to flexibly apply their existing knowledge to practice, but also make discoveries and acquire new knowledge and methods from this learning process. 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 problem situations is an effective means of teaching.
Second, the use of daily life to create problem situations
"Mathematics Curriculum Standard" points out in "Teaching Suggestions for Learning Periods": "Mathematics teaching should be closely linked with students' real life, and lively and interesting situations should be created according to their life experience and existing knowledge ..." It emphasizes that in the teaching process, it is necessary to proceed from students' reality, create problem situations that are conducive to students' autonomous learning, and guide students to acquire knowledge, form skills and develop through practice, thinking, exploration and communication.
Mathematics comes from and serves life. The problems related to mathematics are endless. If we can apply them properly, it will open the door to students' wisdom. Life-oriented problem situation is to closely link problem situation with students' life, so that students can solve practical problems in life-oriented problem situation and further understand that mathematics comes from reality and there is mathematics everywhere in life. Using the material of life, setting up doubts skillfully and making math class close to life will greatly improve students' interest in learning. Interest is a positive emotion, and people's feelings always arise in specific situations.
In mathematics teaching, it is easier to stimulate students' interest in learning and desire for knowledge if mathematics knowledge is studied in a vivid, lively and pleasant situation. In teaching, we should create the situation of learning mathematics problems, give students more opportunities to ask questions, and at the same time teach students the methods of finding problems, encourage students to ask questions boldly, and ask more questions about "why", "how" and "what". Mathematics teaching activities not only promote students to master knowledge through teaching, but also guide students to participate in learning activities. Appropriate problem situations can promote students to actively participate in the process of mathematics learning, and at the same time let students feel the application of mathematics in daily life, which is not only close to students' lives, but also reflects the reality of mathematics knowledge.
Third, use existing knowledge to create problem situations.
Mathematics, as a discipline, its independence is obvious. However, starting from the age and psychological characteristics of junior high school students, we can use the materials of other disciplines to turn abstraction into image and static into dynamic, thus stimulating students' thirst for knowledge and enthusiasm for learning. As long as the materials of other disciplines are familiar to students and used to create problem situations, it is easier to introduce new courses.
In the section "Axisymmetry in Life", accompanied by the violin music "Butterfly Lovers", dancing butterflies are displayed on the screen, and students can appreciate the wonderful symmetry between butterfly wings. By stimulating students' hearing and vision, students can acquire mathematical knowledge. And while completing the teaching goal of this class, it is of great benefit to improve students' aesthetic ability and music appreciation ability.
Fourth, create problem situations with stories.
An educator once said, "Stories are children's first needs." Children's education often begins with stories. It is children's nature to be active and playful, but even the most naughty children will be happy to hear the story and will be quiet in an instant. Children like to listen to stories, especially those in the lower grades. Teachers should cater to students' age characteristics and create interesting and inspiring story situations in time, which can greatly attract children's attention, guide students to think positively and create good problem situations. Pupils are interested in stories and never tire of hearing them.
Therefore, compiling the problem situations reflected in the pictures in the textbook into short stories can make students feel immersive, increase the interest of classroom teaching, effectively mobilize students' learning enthusiasm and make them devote themselves to learning activities. For example, the teacher tells stories. Once upon a time, there was a mountain and a temple. There is an old monk in the temple. The old monk said to the young monk, "Once upon a time, there was a mountain with a temple on it. There is an old monk in the temple. The old monk said to the young monk ... "
(Students are laughing and discussing with each other)
Teacher: Can you tell the story again?
Health: Yes. (Students keep talking)
Teacher: Can you finish the story?
Health: No.
Teacher: Why can't it be finished?
Health: Because this story is always repeated.
Teacher: (writing on the blackboard: repeating) That's good. How many times can you say these words?
Health: countless times.
Teacher: Do you know? There is also a number in our mathematics kingdom, and its decimal part repeats like a few words in the story. This decimal is called "cyclic decimal". In this lesson, we will learn "cyclic decimals". (Writing on the blackboard) Creating such a problem situation allows students not only to learn knowledge, but also to feel the fun of learning in a pleasant atmosphere.
In a word, with problems, thinking has motivation. Creating the best problem situation can not only arouse students' learning enthusiasm, but also help students to study cooperatively and cultivate their innovative thinking ability.