Mathematics Curriculum Standard for Compulsory Education (Experimental Draft) advocates the teaching mode of "problem situation-modeling-solution-explanation and application", and puts problem situation in the first place. The new curriculum standard requires that "in teaching, we should pay attention to observing, comparing, analyzing, synthesizing, abstracting, summarizing and necessary logical reasoning from the life and production practice that students are familiar with, and draw mathematical concepts and laws, so as to cultivate students to abstract practical problems into mathematical problems". The theory of educational psychology also enlightens us that in classroom teaching, we should make full use of the principle of motivation, so that students' learning can be driven internally and achieve good results. An effective way to stimulate students' inner drive to learn mathematics is to create problem situations, so that students can have cognitive conflicts or be in a situation eager to solve problems. At the same time, pay attention to revealing the thinking process and expand students' thinking in the process. This feature is reflected in the classroom, which requires teachers to carefully design the classroom teaching problem situation. Unique conception and extraordinary situation design can fully mobilize students' learning enthusiasm, make students' learning change from passive acceptance to active acceptance, make students' intellectual factors and non-intellectual factors organically combine and give full play, acquire new knowledge in a relaxed and happy state, eliminate students' psychological pressure, reduce students' learning burden and improve the effect of classroom teaching more effectively; Good situational design is like a link, connecting the past with the future and bringing forth the new; Like road signs, correctly guide students' thinking direction. Therefore, carefully designing problem situations is an important link to improve students' mathematics quality. In many years of mathematics teaching, I have been trying to explore and experiment. The following are my superficial views on problem situation design in classroom teaching. First, the four requirements for designing problem scenarios are 1. Situational design around teaching objectives should focus on teaching objectives and be targeted. In other words, the problem situations created should be aimed at the classroom teaching objectives, the direction of the problem content must be the focus of teaching, and the cut-in angle should be aimed at the needs of students' learning, so that students can concentrate on the questions raised by teachers and will not be affected by irrelevant questions. 2. According to the requirements of the new curriculum standards, we must give full play to students' main role in the teaching process. Therefore, for the design of problem situations, we must first create a pleasant and harmonious teaching atmosphere. Only in this way can students feel the real psychological security and freedom and truly become the masters of learning. Secondly, the design of problem situations should be adjustable, and teaching is a bilateral activity between teachers and students. Teachers must adjust or modify the scheme of problem situations in time according to the needs of classroom teaching, so that it can fully adapt to the reality of students' learning. 3. Inquiry Because inquiry is the soul of mathematics learning, students learn and create in the practice of exploration, so the problem situation created should be inquiry, so that students can learn to ask questions, analyze problems and solve problems through the participation of various senses in the process of exploring the problem situation. 4. The design is novel and interesting. According to students' psychological characteristics and aesthetic needs, it is easy to attract students' attention and stimulate their interest in learning by creating novel, strange, interesting and close to students' actual problem situations. Therefore, it is necessary to create problem situations that can arouse students' strong curiosity and thirst for knowledge. Second, several ways of problem situation design 1, indulging in temptation and making bold guesses. Conjecture is a speculative thinking method based on the observation, experiment, analysis, comparison, association, analogy and induction of research objects and problems, and on the existing materials and knowledge, which conforms to certain experience and facts. Mathematical conjecture is an important part of innovative thinking and an important way of inquiry learning. In teaching, some abstract concepts, formulas and theorems can create the situation of guessing questions and cultivate students' inquiry ability. For example, in the teaching of "similar triangles", teachers show two maps of China with the same shape and different sizes for students to observe, and ask, "What is the relationship between two maps of China? What are the characteristics of the shape? " Find out the positions of Beijing, Wuhan and Kunming on two maps with different sizes, and connect the line segments between the three cities to get two triangles. Then ask: "What is the relationship between two triangles? What are the characteristics of the shape? " Let the students guess, discuss for a while, and then introduce the topic-similar triangles. Through the above, on two maps with different sizes, the model of similar triangles is established through the connection between three cities, and questions are put forward for students to guess, analyze and discuss, so that knowledge can naturally connect and lay the foundation for further exploring the concept of similar triangles. 2. Experiments reveal that this theory proves that students' understanding of things always changes from perceptual knowledge to rational knowledge. Therefore, in teaching, students can boldly let go of experiments and practice, so that students can find and solve problems in experiments. Or with the aid of teaching AIDS and intuitive models, we can reveal the problems through experiments, so that students can have a full perceptual understanding of the problems and leave a deep impression, and then prove them in theory, so that students can engage in positive thinking activities and be full of interest. For example, when studying "the theorem of the sum of interior angles of a triangle", I am not in a hurry to talk about the proof process of the theorem of the sum of interior angles of a triangle, but let students use a piece of triangle paper prepared in advance to try to measure the degree sum of three interior angles with a protractor and have a preliminary understanding of the degree sum of three interior angles of a triangle; Then let the students cut out the three internal angles of the triangle and put them together to form a right angle, so that the sum of the three internal angles of the triangle is 180 degrees. This discovery is undoubtedly a happy success. I make the best use of the situation, and then through the application of theoretical proof, let students master the knowledge and application of "the interior angle and theorem of triangle" This kind of question design can not only effectively arouse students' curiosity, but also greatly improve students' listening efficiency in class, and it is both natural and vivid, keeping the class active. Another example is: When learning "congruent triangles", let students cut out two triangles with the same size and shape, and understand the related concepts and properties of congruent triangles through careful observation and analysis. Through experiments and practice, students can consciously use their brains and hands to hunt for knowledge, which not only exercises their practical operation ability, but also cultivates their thinking quality and discovers new knowledge in exploration. 3. Interesting stories, it is the nature of every child to stimulate interest in listening to stories. Good stories can concentrate students' attention and stimulate students' interest in learning. Therefore, according to the age characteristics of students, teachers may wish to tell some interesting questions or stories related to mathematics knowledge when setting up problem situations, which can not only stimulate students' interest in learning, but also naturally guide students' attention to the topic and adjust the learning atmosphere. It can kill two birds with one stone. For example, when I was studying binary linear equations, I first talked about the problem of "chickens and rabbits in the same cage" in ancient mathematics: chickens and rabbits in the same cage, 50 heads, 160 feet. How many chickens and rabbits are there in the cage? The students are very fresh and curious about this question. Concentrate immediately. Either think hard or start to calculate, I will seize the opportunity to bring the problem to the new lesson. Another example: When studying the nature and application of similar triangles, I first told the story of the ancient mathematician Taylor measuring the height of the pyramid with a stick, and pointed out that you can actually measure the height of the pyramid, the flagpole of the school and the tallest building by giving you a stick. Students' interest in learning is sudden, and they are anxious to know how to measure it. I was induced by the situation and naturally turned to study the nature of similar triangles. Of course, in teaching, this requires teachers to accumulate more materials in this area, so that they can ask questions freely and skillfully during lectures. For example, if you talk about pi, you can tell the story of Zu Chongzhi, an ancient mathematician in China. When talking about the golden section, we can also talk about some aesthetic examples first. These examples are not only interesting, but also related to what they have learned, from which we can cultivate patriotism and aesthetic ability. In this way, students can actively study and explore with interest, and turn hard study into happy study.