With the deepening of the new curriculum reform, it has become a teacher's knowledge to choose suitable mathematical materials in mathematics teaching and create a situation suitable for teaching and children's development. However, in our actual teaching, due to many reasons, the situation creation is often "out of tune" and loses its due value. Du Mu, a poet in the Tang Dynasty, famously said, "Learning cannot be based on its flowers, but on its roots." As long as we make a fuss about form, we should get to the bottom of it. Situation should not only be colorful dynamic pictures or vivid and diverse operation activities, but also imply mathematical problems, which can stimulate students' thinking and help to consolidate what they have learned and develop their abilities and intelligence.

(A) Starting from the combination of teaching and life, create scenarios.

Mathematics is closely related to life, and it is everywhere in life. Creating scenarios from the application of mathematics in real life can not only make students realize the importance of mathematics, but also help students solve problems with what they have learned. For example, when I was teaching proportional distribution, I created a teaching scene of beverage preparation. At the beginning of class, the teacher asked: Do students like drinking? What kind of drinks do you like to drink? The students all say that they like to drink their favorite drinks. At this time, the teacher then asked: Have you ever drunk your own drinks? The students all said no. At this time, the teacher guided the situation: in this class, we make our own drinks. After making it, the teacher asked the students to taste the drinks they made. Because it is not made in a certain proportion, it is natural to say "delicious", "too sweet" and "too light". At this time, the teacher seized the opportunity. Let the students exchange drinks and taste them again. Students will find that the drinks prepared by their deskmates taste different from their own, and find out the reasons, such as "too much powder in the drinks of deskmates" or "too much water". At this time, the teacher will guide them in time: prepare delicious drinks, water and powder must be in moderation, and now please prepare them again. And think about how many drinks you should put in. Only a few servings of water can make a good drink. At this time, the groups cooperate with each other to prepare drinks. This kind of teaching situation is not only closely related to life, but also aroused students' high concern and interest at once, making students' learning activities unfold vividly along the solution of related problems. Students always actively explore, discuss and cooperate with great interest, which promotes students' active development.

(B) the use of questions to explore and create scenarios

Appropriate scenarios are always associated with the solution of practical problems. It is an effective method to create teaching situation by using problem inquiry, which is convenient for exploring, discussing, understanding or solving problems. For example, when teaching "Finding the volume of a cylinder", some people created the following problem scenarios step by step when guiding students to explore the volume formula: Step one, can you find the volume of water in a cylindrical glass container? Students are full of interest in this, but it is difficult to tell the answer at the moment. One student tried to say that "cylindrical water" can be poured into a cuboid container, and then the length, width and height can be measured to calculate the volume. This idea has been recognized by everyone. In the second step, the teacher pushed the boat forward and asked: If "cylindrical water" is replaced by "cylindrical cement", how can its volume be calculated? This question aroused the children's sense of surprise. The students thought about it and thought that it could be squeezed into a cuboid and the volume could be calculated. Third, the teacher's problem is neither "water" nor "mud", but a cylindrical block of wood. Can you calculate its volume? Wood blocks can neither be dropped nor pinched, and new problems have been encountered. After thinking, the students think that it can be immersed in the water of a rectangular container and measured by measuring the same volume of water discharged from it. While students are active in thinking and willing to solve problems, the teacher shows the key points of the problem. If it is a cylindrical cement column on both sides of the theater door, can you find a way to calculate it? At this time, the students were deeply touched: ① There must be a formula for calculating the volume of a cylinder; ② This formula can be found from the relationship between cuboid volume and cylinder volume. The teacher's series of questions not only lead the students to think deeply and explore actively step by step, but finally make the formula for calculating the volume of a cylinder "born" in the hands of the students.

(C) the use of cognitive contradictions, the creation of scenarios

The contradiction between old and new knowledge, the contradiction between daily concepts and scientific concepts, and the contradiction between intuitive common sense and objective facts can arouse students' interest in exploration and desire for learning, and form a positive cognitive atmosphere, so they are all good materials for setting up teaching situations. For example, when teaching "Year, Month and Day", there is such a scenario design: "Do students like birthdays?" The students all replied happily: "Yes!" Then I asked several students, "How old are you? How many birthdays have you had? " After the students answered in turn, the teacher said, "Students, how old a person is, there will be several birthdays, while Xiao Gang only had three birthdays when he was 12 years old. Why? Do you want to know the secret? " Hearing this, the students were all in high spirits and a strong thirst for knowledge arose. At this time, the teacher grasps the students' thirst for knowledge and introduces new lessons in time, so that the students' enthusiasm for learning runs through the whole classroom. This kind of scene design not only creates an interesting emotional environment to mobilize students' positive thinking, but also introduces the key points and difficulties in the classroom, creating a good cognitive environment.

(D) the use of hands-on operation, the creation of scenarios

Piaget, a famous psychologist, said: "Children's thinking begins with action. If the connection between action and thinking is cut off, their thinking cannot develop." In the teaching process, they are often required to move, divide, draw, measure and pinch, which can promote students' various sensory activities and achieve good learning results. For example, in the teaching of trapezium area calculation, I instruct students to use two identical trapeziums. Because the idea of "transformation" has penetrated into the teaching of "triangle area", students began to explore, some cut and some spell. After continuous trial, communication and induction, the students found three kinds of deduction methods. In this learning process, students not only learned the knowledge of trapezoidal area formula, but also learned how to explore unknown thinking modes and methods from the known, and cultivated their spirit of active exploration.

(5) Creating teaching situations with stories.

Listening to stories is the first need of children, and teachers should create situations according to children's psychological characteristics. Teachers can make up some vivid and interesting stories according to the teaching content to stimulate students' desire for learning. For example, when teaching "The Basic Properties of Fractions", teachers use the three-dimensional animation technology to introduce a new lesson in the form of fairy tales: the Monkey King on the mountain made a cake and distributed it to the little monkeys. The Monkey King divided the cake into three parts, gave one to Monkey A, and then he gave two-sixths of the cake to Monkey B; Three-ninth of this cake was given to Monkey C, so two monkeys, A and B, quarreled and said that Monkey King's share was unfair. Therefore, the suspense of whether the Monkey King's share is fair has aroused students' awareness of the problem, and students can't help but start to discuss it. Cai's vivid picture attracted them, and the Monkey King's three points were clearly visible on the screen. Students expressed their opinions one after another, and some even thought of the unchangeable nature of business. From this, we can find new explanations and new conclusions. Teachers patiently listen to students' opinions and protect and guide the development of students' innovative thinking. In this way, with the help of CAI teaching methods, we can introduce topics naturally, creatively and interestingly, guide students into the teaching situation, and stimulate students' desire for knowledge and innovative consciousness. When setting the scene, it is very important for the teacher to describe it vividly and emotionally. Modern teaching media, especially computer-centered modern teaching media, vivid images, clear words and beautiful sounds can be organically integrated and displayed on the screen, and some superficial, secondary and non-essential factors can be put aside to highlight internal, important and essential things. It can realize micro-enlargement, macro-reduction, dynamic and static combination, and cross time and space restrictions on the screen, thus effectively stimulating learning interest, mobilizing students' enthusiasm, optimizing teaching scenes and enhancing the effect.

In short, as long as we can make students love mathematics more, be more willing to learn mathematics and know how to learn mathematics better, we can create more colorful and intelligent teaching situations on the basis of fully understanding and studying the teaching content and students' specific conditions.