Lin Lizhu's "Wang Lin Primary School Mathematics Curriculum Standard" emphasizes that mathematics teaching is the teaching of mathematics activities, and students should learn mathematics in vivid and concrete situations. American educator, huh? Mann said: not designing a teaching that arouses students' desire for knowledge is like beating a cold piece of pig iron, while creating a situation is emotionally attractive, which is easy to make students interested in learning and form a desire to answer questions, so that students can consciously and actively seek solutions to problems. To this end, let's talk about several methods of creating situations that I often use in mathematics teaching. First, use teaching materials to create vivid situations. For example, when I was teaching "A Preliminary Understanding of Division", I used the picture of pandas dividing bamboo shoots in the textbook to create a scene in which pandas entertain guests in Jingjing. At the beginning of the class, the elf talked about the fresh bamboo shoots picked in Jingjing early in the morning, and prepared to entertain several good friends. The flowers are beautiful, Pan Pan, bright and red. Then, the elf asked: How many bamboo shoots should be put in each plate? Please ask Xiao Jingjing for help with this problem. Dynamic pictures, coupled with vivid narration, create vivid hospitality scenes for students, attract their attention and stimulate their interest in participation. Second, create vivid situations by telling stories. For example, when teaching business with the multiplication formula of 2~6, according to the psychological characteristics of primary school students' love of listening to stories, I compiled the theme map in the textbook into a story of a monkey mother chopping peaches: one day, the little monkey and his good friend went down the mountain to play and walked, and saw a peach tree covered with big and red peaches, so they hurriedly picked some and went home excitedly. Mother monkey was very happy to see the children bring back so many peaches, and said, Today, mother gave you peaches to eat. This naturally introduced the new curriculum and aroused students' interest. Third, use dialogue to create vivid situations. A good beginning is half the battle. The relaxed and pleasant conversation brings the distance between teachers and students closer, harmonizes the relationship between teachers and students, and enables students to fully and actively participate in their studies. For example, when teaching "Solving Practical Problems Average", I talked to the students like this: Do you like spring outing, classmates? Where do you like to go for a spring outing? Students talk freely and exchange their favorite places to go for a spring outing. Then, show a picture of renting a boat for a spring outing. Ask the students to talk about where the children in the picture went for a spring outing and what problems they encountered. This creates a good learning situation for students and stimulates their desire for learning. Fourth, use multimedia to create vivid situations. For example, when teaching translation, I use multimedia to create an amusement park, a life situation that students like, to stimulate students' interest in learning and guide them to perceive translation in specific situations. Fifth, use life knowledge to create vivid situations. The introduction of life situation can make students experience the close relationship between life and mathematics. For example, when teaching "two plus two", I created such a life situation: spring came, the weather was warm, the grass turned green, and young trees sprouted. Many students want to go for a spring outing. Sanhe primary school teachers organize second-grade students to go for a spring outing. They want to go by boat. Now the teacher has a question: how to take a boat for four classes? Students publish their own plans. Then, ask a question: if the students in the two classes are in the same boat, how to arrange it? Students naturally enter into thinking. Using the situation, students can choose freely, and then determine the determinant according to the choice, which conforms to the cognitive law. Learning materials come from students, who feel cordial and can arouse their enthusiasm. Sixth, use games to create vivid situations. The game greatly stimulated the students' enthusiasm, and let them throw themselves into the whole classroom with a pleasant psychological state from the beginning. For example, when teaching grams and kilograms, I created a situation in which two students played games with one classmate on their backs, and the students actively carried out activities. In short, creating situations can make students quickly enter the state of learning mathematics and stimulate their interest in learning mathematics.