In order to build a lively and personalized mathematics classroom, many teachers regard creating situations to stimulate students' interest in learning as the highlight of mathematics teaching, and creating situations has become a beautiful landscape in our primary school mathematics classroom. However, some situations are far away from students' life and lose their meaning, which can't cause students to sing; Some lack challenges and pertinence, giving people the suspicion that the situation is the situation, leading to the loss of valuable classroom time in vain. This kind of false situation will only hinder the development of students, and do more harm than good. How to combine students' study with social life practice and create effective and efficient situations, combined with teaching practice, should pay attention to the following points: 1. Creating real situations is conducive to cultivating students' ability of observation, thinking and application, and to cultivating students' real feelings and attitudes in real environment. Therefore, in teaching, we pay attention to creating teaching situations related to students' real life, so that students can experience the fun of learning and actively explore and solve problems. Some situations do not conform to the basic facts in real life, but some teachers make them up at will in order to create situations. In the first and second hours of teaching, a teacher created an animated scene of an animal race. The result is chicken first, duckling second, kitten third and puppy fourth. Many students immediately disagreed, thinking that the puppy should be the fastest. Although this is a hypothetical situation, virtuality is not equal to falsehood, and the virtual situation should also conform to the minimum life logic. 2. Creating a situation should have the taste of mathematics. Mathematics curriculum standards also emphasize that mathematics teaching must start from the life situations and things that students are familiar with, so that children have more opportunities to learn and understand mathematics from familiar things around them. Let students feel that mathematics is around. Therefore, we should be good at creating perceptive and interesting teaching situations according to students' existing life experience, strengthening students' perceptual knowledge, enriching students' learning process, guiding students to observe, operate and communicate in situations, and making students feel the close connection between mathematics and daily life and the role of mathematics in life; Deepen the understanding of mathematics and use mathematical knowledge to solve practical problems. By mobilizing students' existing life experience to understand and consolidate the learning content, students can extract mathematical problems from their lives, and then use mathematical knowledge to solve problems and phenomena in their lives. At the same time, students can really feel the close relationship between mathematics and real life and feel the value of mathematics in life. Creating a situation should be challenging. Modern society needs talents with innovative consciousness and ability. The cultivation of students' innovative consciousness and ability is inseparable from positive thinking, so the situation created by teachers must be challenging, which will make students' cognition unbalanced, thus prompting students to think actively and effectively and achieve cognitive balance in questioning, exploring and discovering. Modern psychologists believe that students in Grade One and Grade Two mainly think in intuitive images, while students in Grade Three and Grade Four gradually think in concrete images. The concrete image thinking and abstract thinking in Grade Five and Six complement and penetrate each other. The situation created by teachers should also conform to the thinking level of students at different levels. 4. Create interesting situations. Bruner, an American psychologist, pointed out that the best stimulus of learning is interest in what you have learned. Teaching practice has proved that students' desire to actively participate in learning comes from their interest in mathematics knowledge and the success of autonomous learning. When creating situations, teachers should try their best to stimulate students' interest in learning, appropriately mobilize various external incentives and stimulate students' curiosity. Curiosity is the source of children's interest. Curiosity, curiosity and desire to understand the world through their own exploration are children's nature, so that they can develop from direct interest to indirect interest, from external learning motivation to internal learning motivation, and further form a correct learning attitude. In a word, there are many ways to create interesting situations. As long as teachers are really involved in students' lives, it is not difficult to dig out materials and create interesting situations. The above is a little experience of creating situations in teaching. In fact, as long as it meets the students' acceptance level and allows students to study independently in a relaxed environment, it is a good teaching situation to imagine, think and explore active situations.