1. The life situation created is just a formality, which fails to stimulate students' desire for learning, and it is not convenient for students to operate, understand and learn relevant mathematical knowledge.
2. The created real life situation is a bit far-fetched, and it rarely exists or does not exist at all in real life.
3. The created life situation does not meet the cognitive characteristics and emotional needs of primary school students, and it is not something that students are interested in or familiar with.
4. The created life situation is not directly related to the teaching content.
5. The created life situation does not have the modern life atmosphere.
In view of the above problems, combined with my teaching practice, this paper discusses some superficial views on how to create valuable mathematical situations in junior high school mathematics classroom and improve the effectiveness of classroom teaching.
First of all, we should really understand "what is a valuable mathematical situation". Curriculum standards point out that mathematics teaching should not only pay attention to students' mathematics learning, but also pay attention to students' emotions and attitudes, reflecting the concept of caring for, respecting and developing people. Therefore, the setting of mathematical situation should not only reflect the value of knowledge and ability, but also reflect the humanistic value, paying attention to students' spiritual world and emotional needs. Valuable mathematical situations should be closely related to students' real life and previous knowledge system, which can make students feel the touch of situations, stimulate students' enthusiasm for mathematical thinking, guide them to produce more mathematical associations, and more easily arouse students' existing knowledge, experience, strategies, patterns, emotions and interest situations. If the teacher presents a mathematical situation to the students, and the students just stay on the surface of the situation, unable to enter the substantive field of mathematics, unable to feel the existence of mathematical problems or unable to dig mathematical problems related to the knowledge they have learned, then this mathematical situation is of little value or even meaningless in related mathematics teaching, so what kind of mathematical situation is valuable?
First, the creation of situations should be guided by mathematical ideas, so that students can be familiar with and interested in life situations with local characteristics and the flavor of the times. (such as invoices, telephone bills, supermarket shopping receipts ...) can all be used as materials for learning mathematics.
To teach "add, subtract and integer ten", I created the following situation: Children's Day is coming, and the Young Pioneers Brigade proposed to donate books to Yingjie School, a primary school in mountainous areas. The students in Class One (1) are very excited. In a short time, everyone donated 10 books. When they went to school in the afternoon, they brought 20 books. The next morning, the squadron leader announced that the students had donated 70 books. Everyone happily packed up these books, wrapped them in red paper by the class teacher, and wrote "Gift from Foreign Language School 1 Class", and then happily handed them over to the Young Pioneers Brigade. After creating the above life situation, let the students ask "What other math questions can you ask?" . This is a real activity of the school. The students personally participated in it, paved with the message "Students donate 70 books", and soon the students raised many valuable questions. "How many books did Class One (1) donate on the first day?" "How many books will be donated the next day?" "How many copies did you donate in the first afternoon than in the morning?" ..... get to the point easily and quickly.
Second, the creation of situation should deal with the relationship between mathematical thought and humanistic value.
The original intention of mathematics situation is to give pure mathematics a little human touch and let students learn mathematics well in a relaxed and happy situation. However, in some open classes, some teachers try their best to create situations in order to highlight "novelty", "strangeness" and "interest". For example, when a teacher was teaching "nine plus several", he created the following teaching situation: using multimedia to show beautiful pictures: small bridges, running water, people and nine ducks playing in the river, and a white-haired grandfather stood on a stone arch bridge with crutches and counted ducks. At this moment, the music started, and the teacher sang "Counting Ducks" with the beautiful music. Teachers are singing and dancing, students are swaying with beautiful songs, and the cooperation between teachers and students is seamless. At the end of the song, the students were still immersed in the beautiful singing, and no math problems were found. The situation becomes "decoration", but the decoration is too gorgeous, which often diverts students' interest. Correctly handling the relationship between situation and mathematical thought should not pursue external fancy and fun. It is clear that only serving mathematical thought can promote students' thinking and exploration, and it is a good situation. I learned about the teacher's situation, but suddenly stopped the music in the middle, giving the students a "strong stimulus", and then guided the students to observe nine ducks calling in one direction with their long necks stretched out on the screen, but there were "several ducks" swimming in the distance ... This straight-to-the-point approach made the situation really serve mathematics teaching.
Situational teaching is not a simple "situational ten questions" style, nor is it just a formula and a question with the help of situations. In classroom teaching activities, in fact, it is not only to create a situation, but sometimes to create one or more life situations in the introduction, exploration and practice of a class. These situations should be interlocking and progressive situation systems. The creation of mathematical scenarios should pay attention to the internal relationship between students' recent development fields and the knowledge they want to explore according to actual needs.
In short, we should create an appropriate, vivid, interesting and meaningful mathematics learning situation according to students' age characteristics, existing cognitive structure, real life and students' teaching materials. When creating situations, we should pay attention to: first, we should embody mathematical ideas, and the situations we create should be guided by mathematical ideas; Secondly, humanistic care should be reflected, and the created situation should not dilute or even cover up the theme. Only when the two are clearly defined and organically combined, the created situation can be more valuable in mathematics, make the mathematics classroom full of vitality, and let students feel the charm of mathematics, so as to continuously enhance students' awareness of mathematics application, improve their ability to solve practical problems and improve the effectiveness of classroom teaching.