Mathematics Curriculum Standard clearly points out that students' mathematics learning contents should be realistic, meaningful and challenging, and these contents should be conducive to students' active observation, experiment, guess, verification, reasoning and communication. In order to study effectively, we must first arouse students' learning enthusiasm and make them curious. We can't force students to sit in the classroom and instill knowledge into them. Only when students are in urgent need of learning can they really devote themselves to learning. Creating problem situations is a powerful means to promote students' effective learning. Based on the current textbook reform, it is necessary for our teachers to use textbooks constructively and creatively and create problem situations suitable for students to learn effectively. When creating situations, we should combine the "use" of social center, the "order" of subject center and the "interest" of children center. That is, the choice of problem situations should be closely linked with students' reality and mathematics application, highlighting the application value of mathematics; The content arrangement of situation creation should pay attention to the systematicness of mathematics discipline and the connection between old and new knowledge, which is conducive to students' assimilation and adaptation to knowledge; The content of situation creation should be based on the age characteristics of students and the materials that students like to see and hear. Therefore, in primary school mathematics teaching, teachers should be good at creating problem situations according to textbook content, students' knowledge background and cognitive development level, so that students can experience the process of discovering, asking and solving problems, stimulate students' interest in learning, train students' thinking and cultivate their ability to solve problems. The following is my opinion on how to create problem situations in mathematics teaching.
1. Create problem situations in combination with real life.
Mathematics originates from life, exists in life, but is higher than life. The study of mathematics knowledge often makes students feel boring. This requires teachers to pay attention to connecting with real life in teaching and create exploratory problem situations for students. The closer the problem situation is to students' life, the more interesting and useful it is for students to experience mathematics, and the more beneficial it is to stimulate students' interest, practical ability and problem-solving ability.
For example, when teaching the first volume of the second grade of the new textbook "Understanding of Corners", students can draw corners and right angles in combination with the familiar class life scenes. Let the students observe what has horns around the students in the classroom first. In the process of students' observation, multimedia courseware can be used to show students what they have seen in a dynamic form, so that students can observe it carefully, and at the same time, two deskmates can tell each other their findings. On this basis, guide the students to say blackboard, national flag, table, textbook, exercise book, triangle scarf, red scarf, etc. These objects all have horns. Then abstract the learned angles and right angles from observing objects, so that students can experience the process of abstracting mathematical knowledge, feel that mathematics is around, learn to observe and find practical problems from the perspective of mathematics, and thus stimulate students' interest in exploring mathematics. ?
2. Write children's stories and create problem situations.
Children's stories are the most interesting learning materials for junior children. Creating problem situations in the form of children's stories will activate students' thinking, arouse students' * * voices and produce positive emotions, which will help students master new learning content smoothly in a pleasant atmosphere. For example, many thematic maps in the new textbooks for lower grades published by People's Education Press can be compiled into children's stories, so that students can have a sense of problems in their favorite story situations. When teaching the first volume of "Comparing Size" in grade one, you can make up a childlike story of "monkeys are smarter". One day, the mother monkey brought some gifts to two monkey children. Let the monkey children guess what gifts they brought first. Pears, peaches and bananas brought by multimedia display. Mother monkey went on to say, we count every gift we bring, and use numbers to show who counted it right. The numbers are right. Who is the clever monkey? We also ask our classmates to judge who did the right thing. Come on. Multimedia shows how monkeys count and which numbers are used. Mother monkey then asked, "How many do we have?" It counts as two, and no one counts as a pair. At this time, the teacher asked the students in time, why didn't they count correctly? Please help monkeys. Mother monkey asked again, is it enough for each monkey to eat 1 pear, 1 peach and 1 banana? Whoever can think of it is the cleverest. At the same time, the teacher encourages and guides students to help monkeys think. Multimedia shows pictures of three monkeys versus three peaches, three monkeys versus two bananas and three monkeys versus four pears. Therefore, observation and comparison show that 3 is equal to 3, 3 is greater than 2, and 3 is less than 4. In the process of monkeys being smarter than others, through the questions raised by mothers, the comparison of monkeys and the judgment and help of students, the enthusiasm of students to participate in the classroom is mobilized, so that students can be placed in the created problem situation and actively explore ways to solve problems. ?
3. Create problem situations with lively and interesting games.
Pupils are lively and active, and like to play games. Using games to create problem situations is helpful to combine the exploration of new knowledge with the emotions experienced by students in the game, stimulate and attract students to like learning and enjoy learning, so that students can enjoy learning in pleasure. For example, in the teaching process of "Multiplication Formula of 5", the first volume of the second grade textbook of People's Education Press, when consolidating the multiplication formula of 5, you can play password games in various forms, and teachers and students will make gestures to judge whether it is correct and say the multiplication formula of 5. In practice, you can use different combinations to check passwords. For example, when teachers and students answer passwords, teachers ask questions first, and all students (or some students) say numbers, then all students (or some students) ask questions and teachers say numbers. Boys and girls can also pair up with each other, sit at the same table and be grouped. In the process of password verification, teachers and students should judge whether the password is correct. In this way, teacher-student activities are integrated, and student-student communication, teacher-student communication and full participation of students are combined to train students' thinking in various forms of interaction and cultivate their ability to ask and answer questions quickly and accurately according to what they have learned.
4. Create problem situations through hands-on experiments.
In classroom teaching, using hands-on operation to create problem situations will make students' hands and brains organically combine, students' thinking will be more active, and students will constantly find and solve problems in the process of operation. For example, when teaching the second volume of the sixth grade "Surface Area of Cuboid and Cube", let the students take out a cuboid and a cube paper box prepared before class, cut them along the edges, and then unfold them. Ask the students to count how many faces they have. What does it matter to measure the size of each face? What is the relationship between the length and width of each surface and the original length and width? Think about how to calculate the surface area. This series of problems can be solved in the calculation activities. Another example is: in the practice class of "Perimeter of Rectangle and Square", a question is raised: There are two rectangular wooden frames, both 4 cm long and 2 cm wide. Draw a figure and find its circumference. Can be operated in kind, display the perimeter to the same place, and then calculate. This kind of operation will firmly attract students' attention, the classroom atmosphere will be relaxed and warm, and students will get accurate and comprehensive conclusions.
5. Set suspense and create problem situations.
"Suspense" means that in classroom teaching, teachers create scientific and novel questions, which can arouse students' inquiry activities and stimulate students' interest in learning. "Suspense" has become the most direct and effective inducement here. Setting suspense in class will definitely bring students into a new realm of thinking and help each student to think and study this problem deeply. For example, when teaching "Fractions can be converted into decimals, that is, fractional features that can be converted into finite decimals". First of all, it is a secret that the teacher directly tells the students whether the scores can be converted into finite decimals. The teacher mastered the secret. I don't believe you can give some points to test the teacher. Teachers can quickly judge whether each score can be converted into a finite decimal, let students use calculators to verify, and let students understand that it is indeed a secret whether a score can be converted into a finite decimal. So, what is the secret of the problem? "Suspense" arises to create the problem situation. Let students have a sense of urgency to solve math problems.
For another example, in the teaching of "the feature that numbers can be divisible by 2 and 5", the teacher arranges students to say a multi-digit number at will, and the teacher can judge whether this number can be divisible by 2 without calculation. When students doubt the teacher's quick judgment and verify its accuracy by computer, they will admire the teacher's quick response and fall into a kind of thinking, laying a thinking foundation for studying the characteristics of numbers divisible by 2.
6. Ingeniously set up outdoor activities and create problem situations.
Setting up outdoor activities skillfully in mathematics classroom is convenient for students to understand the essential connotation of "mathematics living" and is conducive to cultivating students' awareness of mathematics application and their ability to solve practical problems. For example, in the teaching of "Positive and Negative Proportion Application", we take the students to the playground, and let three students organize 24 other students in the class for queue training (without repetition). In this activity, the students found that the number of people in each line is inversely proportional to the number of lines, and used this relationship to quickly answer the number of people in each line under the guidance of the teacher. Then the teacher pointed to the flagpole and said, "If the school wants to replace a new flagpole, can you help calculate how long the flagpole should be?" "First, study the scheme in groups and determine the methods and means of implementation." Students quickly use the knowledge that the height of the pole is proportional to the length of the shadow to design the scheme. This outdoor activity situation leads students to apply what they have learned in mathematics to solve specific practical problems, which is incomparable with the effect of just letting students sit in class and listen to the teacher's sermon.
Seven, use the connection point of old and new knowledge to create problem situations.
The ancients said, "Review the past and learn the new." We create situations and conflicts at the key points where old and new knowledge are closely linked, and students will naturally use existing knowledge, experience and methods to associate and explore new knowledge. For example, when teaching "triangle area calculation", the teacher can create such a situation: "In the past, we used the transformation method to transform the parallelogram into a rectangle, and deduced the area calculation method for finding the parallelogram. Can you deduce the calculation method of triangle area today? Please try it. " For another example, when students learn to write the subtraction (abdication) of two numbers, they can be inspired to think by writing the addition (carry) of two numbers. Through such a situation, they can not only point out the direction of thinking, but also stimulate students' desire to explore new knowledge.
Of course, there are many ways to create problem situations, such as using problems, setting questions, guessing, verifying, disproving mistakes, and investigating. , not listed here. In fact, there are many ready-made materials in our textbooks. For example, kittens go fishing, there are several flowers in the flower bed, they know the bus route, the forest sports meeting, animals visit the elephant's home, Snow White, make origami cranes for their mothers, collect waste batteries and so on. The creation of these situations can be emotional dictation, some can be enlarged into wall charts, and some can be made into multimedia courseware, so that students can feel immersive, activate their thinking and mobilize their enthusiasm for learning. Anyway, as needed, as long as it is suitable.
In short, there are various forms of creating problem situations, but in the process of creating situations, we should combine teaching practice, that is, we should conform to students' cognitive characteristics and create interesting, exploratory and expandable problem situations from the content of teaching materials and students' existing experience. Only in this way can we arouse students' learning enthusiasm and initiative, make them explore in a pleasant situation, stimulate students' thinking, cultivate students' problem awareness, improve students' problem-solving ability, and thus improve teaching quality.