The art of teaching lies not in imparting, but in inspiring, awakening and inspiring students' hearts. In mathematics teaching, creating story situations for students in time can not only attract students' attention, but also help students find problems and explore new knowledge.

2. Create problem situations by guessing and verifying.

The process of students' learning is a process of constantly asking questions and constantly solving problems. Therefore, problem situations are constantly created in the teaching process, which causes students' cognitive conflicts and stimulates students' thirst for knowledge. Teachers provide conditions for actively exploring and discovering problems, so that students' thinking can be promoted and developed in guessing and verifying problems.

For example, when teaching "Year, Month and Day", the teacher can guide the whole class like this: "Do students like birthdays?" The students happily answered "Yes!" Then I asked several students, "How old are you? How many birthdays have you had? " "Classmates, how old an ordinary person is, he will have several birthdays, but when Xiao Qiang reaches the age of 12, he only has three birthdays. Why is this? Do you want to know the secret? " Hearing this, the students are in high spirits and have a strong thirst for knowledge. At this time, the teacher caught the students' thirst for knowledge.

3. Create problem scenes with stories

Mathematics originates from life and is higher than life, and will return to life after learning knowledge. Therefore, our mathematics should proceed from the reality of life, and the problem situations created should also proceed from reality, so as to conform to the psychological characteristics of students and stimulate their desire to learn mathematics. This requires our teachers to combine students' life experience and existing knowledge, design interesting and meaningful activities, create good teaching scenes, let students truly experience mathematics around them, and use mathematics to solve practical problems in life, thus creating a sense of closeness to mathematics, enhancing students' awareness of the application of mathematical knowledge, and cultivating students' independent innovation and problem-solving ability.

4. Use questions to create problem scenarios

Curiosity and desire for self-expression are the intrinsic motivation of learning, especially for primary school students. Therefore, consciously creating scenes for students to ask questions can stimulate and cater to their curiosity and desire for expression, and create a good atmosphere for classroom teaching.

5. Use games to create problem situations

In the classroom, teachers should be "directors" and "coaches" to induce students to "do as the Romans do", thus stimulating learning interest and enhancing learning effect. In the process of classroom teaching, if teachers are good at combining teaching practice and skillfully creating problem situations to arouse students' curiosity, attract students' attention and stimulate students' interest in learning, so as to fully mobilize students' "knowledge, emotion, will and behavior" to participate in the "problem-solving" process set by teachers, and then guide students to explore the occurrence, development, law revelation and formation process of knowledge, it will certainly further broaden students' horizons.

6. Create problem scenarios by setting doubts.

Modern teaching theory holds that arousing doubt is an important teaching strategy. Teachers should be good at solving puzzles to arouse students' positive thinking and curiosity, which often leads to the germination of creative consciousness. Therefore, teachers should set up doubts according to the teaching content, create the best teaching situation and stimulate students' curiosity.

For example, at the beginning of the teaching of multiplication table, there was such a suspense: after listing the following formulas, the teacher quickly gave their numbers.

①9999×9+9999=?

② 127×36+ 127+63× 127=?

③( 100+8)× 125=?

④98×35=?

When the students were surprised by the teacher's figures, the teacher took the opportunity to introduce a new lesson: after learning this lesson, you will know how the teacher worked out the figures quickly. In this way, students study with questions, have a strong interest in learning and are eager to find ways. Let every student be in the learning process of surprise, exploration and discovery, which not only activates students' thinking, but also cultivates students' creative consciousness.

7. Create problem situations by writing children's stories.

Children's stories are the most interesting learning materials for junior children. Creating problem situations in the form of children's stories will activate students' thinking, arouse students' * * voices and produce positive emotions, which will help students master new learning content smoothly in a pleasant atmosphere.

8. Create problem situations with lively and interesting games.

Pupils are lively and active, and like to play games. Using games to create problem situations is helpful to combine the exploration of new knowledge with the emotions experienced by students in the game, stimulate and attract students to like learning and enjoy learning, so that students can enjoy learning in pleasure.

9. Create problem situations through hands-on experiments.

In classroom teaching, using hands-on operation to create problem situations will make students' hands and brains organically combine, students' thinking will be more active, and students will constantly find and solve problems in the process of operation.

For example, in the practice class of "Perimeter of Rectangle and Square", I asked a question: There are two rectangular wooden frames, both 4 cm long and 2 cm wide. Draw a figure and find its circumference. Can be operated in kind, display the perimeter to the same place, and then calculate. This kind of operation will firmly attract students' attention, the classroom atmosphere will be relaxed and warm, and students will get accurate and comprehensive conclusions.

10. Set suspense and create problem situations.

"Suspense" means that in classroom teaching, teachers create scientific and novel questions, which can arouse students' inquiry activities and stimulate students' interest in learning. "Suspense" has become the most direct and effective inducement here.

Setting suspense in class will definitely bring students into a new realm of thinking, which will help each student to think and study this problem deeply. For example, when teaching "Fractions can be converted into decimals, that is, fractional features that can be converted into finite decimals". First of all, it is a secret that the teacher directly tells the students whether the scores can be converted into finite decimals. The teacher mastered the secret. I don't believe you can give some points to test the teacher. Teachers can quickly judge whether each score can be converted into a finite decimal, let students use calculators to verify, and let students understand that it is indeed a secret whether a score can be converted into a finite decimal. So, what is the secret of the problem? "Suspense" arises to create the problem situation. Let students have a sense of urgency to solve math problems.

1 1. Set up outdoor activities skillfully and create problem situations.

Setting up outdoor activities skillfully in mathematics classroom is convenient for students to understand the essential connotation of "mathematics living" and is conducive to cultivating students' awareness of mathematics application and their ability to solve practical problems.

For example, in the teaching of "Positive and Negative Proportion Application", we take the students to the playground, and let three students organize 24 other students in the class for queue training (without repetition). In this activity, the students found that the number of people in each line is inversely proportional to the number of lines, and used this relationship to quickly answer the number of people in each line under the guidance of the teacher.

Then the teacher pointed to the flagpole and said, "If the school wants to replace a new flagpole, can you help calculate how long the flagpole should be?" "First, study the scheme in groups and determine the methods and means of implementation." Students quickly use the knowledge that the height of the pole is proportional to the length of the shadow to design the scheme.

This outdoor activity situation leads students to apply what they have learned in mathematics to solve specific practical problems, which is incomparable with the effect of just letting students sit in class and listen to the teacher's sermon.

12. Create problem situations by connecting old and new knowledge.

The ancients said, "Review the past and learn the new." We create situations and conflicts at the key points where old and new knowledge are closely linked, and students will naturally use existing knowledge, experience and methods to associate and explore new knowledge.

For example, when students learn to subtract (abdicate) two digits by writing, they can enlighten their thinking by adding (carrying) two digits by writing. Through this situation, they can not only point out the direction of thinking, but also stimulate students' desire to explore new knowledge.

Of course, there are many ways to create problem situations, such as using problems, setting questions, guessing, verifying, disproving mistakes, and investigating. , not listed here. The creation of situation runs through the whole process, and its methods and approaches are also varied. Although creating situations is not the purpose, it is difficult to activate students' thinking without creating situations. Therefore, teachers must carefully create problem situations to make them become lubricants and catalysts for classroom teaching.