1, creating a real life situation.
Children's mathematics is realistic mathematics, therefore, children's mathematics learning organization should originate from their mathematical reality. Primary school students' learning mathematics is a cognitive process based on their own experience, and mathematics is their own "explanation" of mathematical phenomena in life, which is the difference between children learning mathematics and adults. This is also the reason why the current mathematics curriculum reform particularly emphasizes that students should abstract practical problems into mathematical models from their existing life experiences and experience them personally. Mathematics originates from life and is higher than life. How big is life, how big is the world of learning. One of the important strategies of current mathematics teaching reform is to closely link mathematics with children's original life experience, so that they can feel that "mathematics is around" and "mathematics is everywhere in life". Cultivate students to observe life, observe things around them and learn mathematical thinking with mathematical eyes and minds.
2. Create interesting story situations.
Generally speaking, students prefer to listen to stories, and integrating mathematics knowledge into interesting stories can attract students' attention most. In this way, students' emotional participation is the highest and their enthusiasm is easily mobilized.
3. Create problem situations with thinking value.
In today's school mathematics curriculum, it may be more and more important to put forward and solve human mathematics problems, and problems and inquiry have begun to occupy the central position of school mathematics curriculum. Paying attention to problem solving is a remarkable feature of mathematics curriculum objectives in various countries and regions. Problem is the core of mathematics, which plays a decisive role in mathematics learning, determines the direction of thinking and is also the driving force of thinking. Problem situation is an effective way to stimulate students' cognitive activities, resulting in an imbalance between students' psychology and knowledge content. Students should solve this unbalanced state through cognitive activities and thinking. Good math problems can stimulate students' enthusiasm for learning and encourage them to actively participate in learning activities.
4. Create a variety of senses to participate in activities.
Mathematics teaching is the teaching of mathematics activities, and mathematics learning is not simply accepting knowledge, but a student-centered mathematics activity. Modern cognitive science, especially the constructivist learning theory, emphasizes that "knowledge cannot be transmitted, teachers only transmit information in the classroom, and knowledge can only be obtained through students' active construction". In other words, learning is a learner's own business, and no one can replace it. Therefore, in mathematics teaching, we should pay attention to showing the process of knowledge formation, turning static knowledge conclusions into dynamic exploration objects, making students pay a certain intellectual cost and guiding students to carry out various forms of mathematics learning activities. There are three sentences posted on the wall of the library in Washington, USA: "I forget when I hear it, I remember when I see it, and I understand when I do it." "This statement is very philosophical. Frieden Dahl, a Dutch mathematician, believes that mathematics learning is an activity, just like swimming and riding a bicycle. Without personal experience, it is impossible to learn only by reading books, listening to explanations and observing other people's demonstrations. Therefore, in mathematics classroom, in order to change the traditional mode of teaching and learning, the contents and methods of exploration should be consciously embodied in every link of the design, arrangement and organization of the teaching process. As a teacher, we should make good use of teaching materials, use flexible teaching materials and process them appropriately according to the needs of optimizing classroom teaching. According to the teaching requirements, starting from the reality of students, according to the age characteristics and cognitive rules of students, the written things such as examples, explanations and conclusions in textbooks are turned into lively mathematical activities that students can participate in personally.