Creating a good mathematics learning situation can not only effectively guide students to learn mathematics, improve their ability of independent inquiry and cooperative learning, but also stimulate students' interest in mathematics, embody the new curriculum concept and make the teaching classroom full of vitality. Therefore, for a math class, creating appropriate math situations can improve students' learning effect. Combined with my own classroom teaching experience, I think the creation of classroom situations should be "situational, life-oriented, interesting, problematic and valuable".
(a) tailored to specific situations
Creating situations must focus on teaching objectives, closely follow the teaching content, follow the children's psychological development and cognitive laws, and be concise, accurate and targeted. Highlight distinct mathematical problems with simple situations and improve the pertinence and effectiveness of teaching. The creation of off-target situation not only consumes classroom time, but also shifts the focus of teaching and students' attention. Such situation creation is redundant and meaningless.
(2) Situational life
Situational life: the current mathematics classroom should not only embody the life of mathematics, but also make it a life of mathematics, and the two complement each other. Live in the moment? Mathematics teaching, is it to let students go? Introduce familiar examples into the classroom and put math problems? Change it into life scenes and pictures, and show them to students in colorful forms, so that students can see and discover the numbers in life. Learning problems opens the barrier between mathematics and life, stimulates students' interest in learning mathematics and completes teaching efficiently? Mission. At present, the arrangement of mathematics textbooks is mainly based on situational pictures. Students look for mathematical information and then solve it by mathematical methods. There is mathematics everywhere in life, and there are mathematical thoughts everywhere. For example, when I teach "A Preliminary Understanding of Fractions", students are interested in birthdays, so we cut birthday cakes. How can we divide it fairly and get the same amount? Students discuss, and then divide it by themselves, asking for the same score. Finally, explain the "average score" according to the results of students' grades. In this way, the "average score" is obtained by using the life phenomenon of people and goods, which not only increases the opportunities for students to operate, but also makes students feel novel and cordial about new concepts. For example, in the teaching of "Yuan, Jiao and Fen", can it be modeled? Proposed shopping activities; I created such a scene when I talked about "Meeting Problem" in the first volume of Grade Five. I asked two students to stand in two different places (two places), standing face to face, shouting ready to go, and walking face to face (at the same time, face to face). After a certain period of time, their hands tightly hold together (meet), so that students can easily understand the encounter problem and further establish an equal relationship to solve such problems. Also, when teaching "Mathematics on the Bus", we show the situation through courseware and solve it by combining students' experience of taking the bus, so that abstract mathematics can be supported by life experience. Holding, let students find a concrete image of mathematical abstract thinking to rely on life, not only cultivate students' ability? Hands-on ability, budget ability, social ability, and ten others? Point effectively consolidated the learned mathematical knowledge.
(3) Interesting situations
As the saying goes, "interest is the best teacher", so the choice of learning materials should be interesting, so that they feel that learning mathematics is an interesting thing and are willing to approach mathematics. We can weave the problem situations reflected in the pictures in the teaching materials into short stories, so that students can feel immersive, increase the interest of classroom teaching, effectively mobilize students' learning enthusiasm and make them devote themselves to learning activities. For example, when talking about the basic nature of fractions,
You can tell students a story about "monkeys sharing cakes": the little monkeys on Monkey Mountain like to eat cakes made by the Monkey King. One day, the Monkey King made three cakes of the same size. First, he divided the first cake into four pieces and gave it to the monkey 1 1. Monkey ② saw it and said, "It's too little. I want two pieces." The Monkey King divided the second cake into eight pieces and gave him two pieces. Monkey ③ was more greedy and said, "I want 3 pieces." The Monkey King took out the third cake, divided it into 12 pieces on average, and gave him 3 pieces. Then you can ask, "Little friend, do you know which monkey eats a lot?" The introduction of such a story-telling situation deeply attracts students' attention and creates a good learning atmosphere for the following study, which is convenient for teachers to compare, analyze, synthesize, abstract and summarize the basic properties of scores correctly and quickly.
(D) Situational issues
"The problem is the core of mathematics. With questions, thinking has a direction; With problems, thinking has motivation; With questions, thinking is innovative. " In my opinion, in primary school mathematics teaching, we should try our best to create novel and interesting teaching situation problems closely related to real life, stimulate children's interest in exploring mathematics, pluck the strings of students' thinking, and let students participate in solving problems in the best state, so as to achieve twice the result with half the effort. Like teaching? Simply calculate the addition and subtraction of integers close to 10 or 100 digits? Sometimes, you can create a situation: "The teacher has 155 yuan, and he wants to buy a dress made in 86 yuan. How much is the teacher left? How much is it? " The student replied, "(155-86)" but the teacher paid the clerk? The whole bill 100 yuan, how much money does the teacher have left? "(155-100)", "The salesgirl was given to the teacher 14 yuan, and eventually became an old one? How much is left? Can you tell the difference between a teacher and a salesperson? Is there a formula for the transaction? "So, the student union? It can be calculated as follows:155-86 =155-100+4. Here? In this process, students always think with questions, and it is easy to understand more and understand less in progressive thinking. Add this rule and then do a simple operation in theory. For example, to teach the area of a rectangle, students are asked at the beginning of class: "Who has any way to know the area of the lawn at the entrance of our school?" "A stone stirs up a thousand waves, and students will actively discuss this issue. Various methods and results came into being, and the teacher easily guided the students to get the formula for calculating the rectangular area. Therefore, teachers should let each student generate problems from the situation, find problems, and then carry out classroom inquiry and research.
(V) Value status
In mathematics class, we should actively create situations to induce students to think, so as to cultivate students' thinking quality and gradually form correct mathematical thoughts. We should give full play to the image, interest and artistry of mathematics, actively create problem situations, induce students' positive emotions and strong desire for knowledge, guide students to explore independently, and produce the requirements of active participation. We should create a relaxed and suitable communication atmosphere in the classroom, and teachers should strive to create a teaching atmosphere of mutual love, teaching democracy and emotional harmony between teachers and students. By creating situations, we can help students change from passive acceptance of knowledge to active exploration and acquisition of knowledge, and promote the real change of students' learning style. Students can gain self-confidence and interest in mathematics learning, experience the connection between mathematics and nature, society and human life, and build valuable mathematics knowledge in independent exploration, so as to obtain the all-round development of emotion, ability and knowledge. Therefore, the creation of any situation must have its own application value and humanistic value.
In a word, teaching situation is a special teaching environment. In mathematics classroom teaching, we should carefully design the teaching situation according to the content of teaching materials, students' age characteristics and cognitive rules, students' existing life experience and knowledge, fully embody the artistry of teaching, stimulate students' intrinsic motivation and keep students in a positive state.