Mathematics situation is an important source for students to master knowledge, form ability and develop psychological quality, and it is a bridge between real life and mathematics learning, concrete problems and abstract concepts. With problems, thinking has motivation; There is a problem, and the thinking is innovative. "Good mathematical problem situations can focus students' attention, stimulate their enthusiasm for thinking, arouse students' more associations, and more easily mobilize students' existing knowledge, experience, emotions and interests, so as to participate in the process of knowledge acquisition and problem solving more independently. So, how to create high-quality problem situations in mathematics teaching? This paper talks about some practices and experiences based on teaching practice.
First, from the need to solve practical problems, create problem situations.
Setting questions or suspense with thinking value can stimulate students' thirst for knowledge. We should consciously mathematize the problems in daily life, let students gradually acquire the "skills" of applying mathematics in daily life and social life under the guidance of teachers, and let them realize that mathematics is an integral part of life, and life can not be separated from mathematics everywhere. We should cultivate their habit of using mathematics knowledge anytime and anywhere and mobilize them to take the initiative to learn mathematics. Use mathematics creatively. For example, when teaching the power of rational numbers, you can set the following questions as an introduction: How thick is a piece of paper with a thickness of 0. 1 mm if it is folded in half for 20 times in a row? Please estimate how thick it will be if it is folded in half for 30 times in a row. As long as we learn today's content-the power of rational numbers, we can solve this problem.
When teaching "three points not in a straight line determine a circle", we can design such a question: Master Zhang accidentally broke a round mirror while cleaning, and only found a small fragment. He wants to make a mirror that is the same as the original one, and find out the center and radius when doing it. He felt embarrassed. Can you help him solve it? You can help him solve this problem through today's study.
These are inseparable from mathematics. Let students use what they have learned to solve problems in daily life, which not only stimulates their interest in learning, but also improves their ability to solve practical problems with what they have learned, and makes mathematics move towards life. "Life Mathematics" emphasizes the connection between mathematics teaching and social life. In the process of imparting mathematical knowledge and cultivating mathematical ability, teachers naturally inject life content. In the process of caring for students' lives, teachers guide students to learn to use what they have learned to serve their own lives. This design is close to students' life, meets their needs, and leaves some reverie and expectation for students, so that they can connect their mathematics knowledge with real life and make mathematics teaching full of life and times.
Second, starting from the original knowledge, create a problem situation
Teachers construct questions or problem groups according to students' existing knowledge, and use the method of examining questions to guide students to realize the transition from old knowledge to new knowledge and cultivate students' thinking ability of transferring knowledge. For example, when learning "power of power", students have mastered "the meaning of multiplication of power and same base powers". In order to guide students to find a way to solve new problems-power law, the following questions can be given.
Calculate the following categories and explain the reasons.
(1)(6 2) 4 (2)(a 2) 3 (3) (AM) 2 (4) (AM) n
After answering the above four questions, let the students compare their conclusions. What are their formal characteristics? (For example, what happened to the base and exponent), after analysis and discussion, students can give the law of power: power is power, the base is constant, and the exponent is multiplied.
When talking about the "triangle midline theorem", let the students draw any convex quadrilateral and connect the midpoints of each side in turn. Students will be surprised when they find that these figures are parallelograms, which leads to the topic.
Introducing new courses from students' existing knowledge background not only consolidates old knowledge, but also stimulates students' enthusiasm and initiative in thinking and cultivates students' ability to explore and acquire new knowledge.
Therefore, in teaching, teachers should be good at creating problem situations in the transition or transformation of old and new knowledge, triggering cognitive conflicts and expectations, and urging students to apply old (existing) knowledge to explore new knowledge.
Third, starting from the inquiry learning method, create problem feelings.