I. Background

I have used the mathematics textbook published by Beijing Normal University for three years. Over the past three years, I have gradually become familiar with it from a preliminary understanding. The new textbook shows me and my students a vivid mathematical world with its advanced ideas, novel designs and rich contents. Of course, anything new has its shortcomings. After using the new textbook for three years, the teachers have been happy, confused and of course lost. The most important thing is the creation of mathematical situation.

When I first got this textbook, I was first attracted by its beautiful pictures and some lovely characters in the pictures. In addition, the most distinctive thing is the lively situation creation in each class. This way of presenting knowledge fully embodies the idea of living mathematics. Compared with the boring and rigid old textbooks in the past, it has brought a fresh breath to people. Especially for junior one students, these interesting situations enhance students' interest in learning and can guide students to actively participate in mathematics learning activities. From this perspective, the editor is really well-intentioned. And many well-designed situations in textbooks do play such a role. Such as: chartering a boat, tossing a coin, learning by matching, reasoning in life and so on. However, does this situation creation also have its disadvantages? During the three years of using the textbooks of Beijing Normal University, teachers often ask such questions.

1. Do you need to create situations in every class?

In order to unify the whole set of teaching materials, each lesson of the teaching materials is set with situations. However, the life scope of primary school students is limited after all, and the situations that can be created are nothing more than those situations. The textbooks of the first three years have been repeated. For example, the lesson of "recycling used batteries" has this topic in both senior one and senior two. Of course, the content is different. Although the others are not exactly the same, there are still many similar phenomena. For example, "sending new books" and "buying new books", other situations are nothing more than replacing "bear" with "little monkey" and "kitten", which is not new to students. In this new situation, some situations must be tough and tough. And with the growth of grade, students may become less and less interested in these situations. This is worrying.

2. Situational diagram restricts the thinking of teachers and students.

Because every class has the creation of situations, how to use situations in a timely and appropriate way to cut into teaching makes teachers take great pains. Sometimes, I always feel that I have worked hard to get to the point. Take a class I once taught as an example to know the clock. In fact, the title of this class is "We Won", which introduces the understanding of clocks and watches with the moment when China successfully applied for the Olympic Games, and at the same time cultivates the students' patriotism. However, due to the young age of students, after this situation, students not only did not pronounce * * * sounds, but also naturally associated with the knowledge point of "knowing clocks". It also delayed the time and caused the delay. So what kind of teaching situation does teaching need?

Second, the training process

(A) to guide teachers to understand the relevant information

"Creating situation" is a common strategy in mathematics teaching, which is helpful to solve the contradiction between the high abstraction of mathematics and the concrete visualization of primary school students' thinking. Mathematics Curriculum Standard also clearly points out in the curriculum implementation plan that mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Mathematics teaching requires close contact with students' real life, creating various situations according to students' life experience and existing knowledge, providing students with opportunities to engage in mathematics activities, stimulating their interest in mathematics and their desire to learn mathematics well. Therefore, most teachers attach great importance to creating situations and strive to provide students with a good learning environment. But what kind of situation does mathematics teaching need? What is the relationship among teaching situation, life situation and problem situation? What principles should be followed in creating situations? What problems should we pay attention to? Many teachers still have some vague understanding of these problems, which makes some teachers spend a lot of time and energy to create situations, but these hard situations have not played their due role.

The creation of the situation must pay attention to the following questions:

1. While fully understanding the role of situation in teaching, we should prevent one-sidedness in understanding. For example, the mathematics curriculum standard emphasizes "to provide rich realistic background". This realistic background can come from life as well as mathematics itself, and the manifestations of situations should be varied, such as problem situations, activity situations, story situations, competition situations and so on. "Computing teaching should be linked to real life" does not mean that all computing teaching should find "prototypes" from life, because computing has its own laws that students need to master.

2. The situation created must have a clear purpose. If it is a problem situation, the questions should be closely focused on the teaching objectives, be very specific, innovative and enlightening. In this way, students can understand the meaning of problems and explore, think and solve these problems. On the one hand, teachers are required to extract mathematical problems from life situations in time to avoid "lingering" in situations; On the other hand, to give full play to the role of situations, we should not "dabble", but take the creation of situations as an "ornament" in classroom teaching.

3. The content and form of the situation should change according to different years. For the children in Grade One, colors, sounds and movements are very attractive. We should create more vivid and interesting situations, such as telling stories, playing games, simulating performances, intuitive demonstrations and so on. In the third stage of senior high school, we should focus on creating a situation conducive to students' independent learning and cooperative communication, attract students with the charm of mathematics itself, and try our best to make them get emotional satisfaction from their inner successful experience, thus becoming the driving force for the next step of learning.

4. The situation should pay attention to the times. We should look at students from a dynamic and developmental perspective. In today's information society, students can get a lot of information through various channels, and their intellectual development level has been greatly improved. The environment we create should also have the flavor of the times. If we still stay in the past and use the story form of "waiting for peaches" as the situation of "unchanged business essence", it will be difficult to really attract children.

(2) Teachers discuss in groups

Teacher: I think that the creation of situations should not only pay attention to "situations", but also pay attention to whether the "problems" caused by situations are challenging and can arouse students' thinking and interest. Otherwise, shortage is better than abuse.

Teacher: Some situations can be created directly.

Teacher: After learning these materials, I have a new idea about the problem of scene creation in classroom teaching, so I must master it flexibly.

Third, training reflection.

We need to rethink: what really attracts children in a math class? Are the situations we provide, especially the life situations, such as going to the factory to understand the production process and going shopping in the store, really close to the children's lives?