Teachers should create problem situations suitable for teaching content, otherwise it will be counterproductive. For example, teachers do not fully understand the teaching content and introduce inappropriate problem situations, which will affect students' thinking and students will not be able to discover, understand and master new knowledge from the problem situations.
Effective mathematical problem situations can narrow the distance between students, teachers and knowledge points, thus slowly changing students' dislike of mathematics and making students' learning easier and easier. At the same time, through various situations carefully designed by teachers, students can feel the beauty of mathematics beyond knowledge. At present, all kinds of open courses and excellent evaluation courses are also carried out around the model of "problem situation-establishing model-explaining, applying and expanding" required by the new curriculum standard. Effective problem situation is the premise of a good math class for teachers. Everyone says that teachers are very knowledgeable, so how can teachers apply what they have learned and make problem situations attract students? One way is that teachers can make full use of multimedia teaching tools to make problem situations more vivid and interesting. For example, teachers can use all their knowledge and life experience to create an interesting story and create problem situations from the story to arouse the interest of primary school students. The second method is that teachers can interact with students, integrate students' knowledge and skills into the interaction, and create problem situations in practical activities to arouse students' interest. Therefore, teachers should study extensively, think more, use knowledge and skills rationally and create effective problem situations.
Specific research content: 1. Change the previous practice of single situation and realize the importance and necessity of creating effective situation. 2. Study some effective methods and means of situation creation to avoid related problems caused by neglecting situation creation. 3. Teachers create a real, interesting, challenging and effective problem situation suitable for primary school students according to students' existing knowledge and ability, life experience, background and the recent development field of students' thinking.
The key problem to be solved: how to make teachers and students realize the importance and necessity of creating effective situations? What kind of situation creation can attract students more effectively? How can teachers avoid the related problems caused by ignoring the creation of situations? How can teachers create effective problem situations based on existing knowledge and skills to arouse students' interest and achieve teaching objectives?
Innovation and scientific research design of this topic: many scholars mentioned in their research that mathematics problems should be brought into life in teaching, so that students can directly experience mathematics problems from their life background and experience, so that students can experience that mathematics comes from and serves life; Creating operability in teaching, some knowledge only depends on listening and memorizing, which has little effect, and can only be truly understood and mastered through hands-on; Creating questions in teaching, teachers ask questions to arouse students' thinking, and through guidance, let students draw their own conclusions; Introduce stories into teaching and stimulate students' interest in knowledge through typical mathematician cases; Create a situation of experiencing mistakes in teaching, arouse students' ability to correct mistakes and guide students to think; Create controversial situations in teaching and stimulate students' innovative thinking sparks in debate. The research of this topic is to promote the implementation of the second phase of curriculum reform in teaching; Conducive to the interaction between teachers and students, classroom harmony; It is beneficial to cultivate students' innovative ability and practical ability. In view of the fact that the children in primary schools are all born after 90, they are particularly different, especially difficult to manage and not very studious; The times are progressing, and the previous situation can no longer adapt to today's children. Therefore, I advocate that if conditions permit, students can be "little teachers", let them collect the materials they want to attend classes, create corresponding situations, and then analyze the situations suitable for students from their own classrooms; You can also use students' "satisfaction psychology" to set up situational links with prizes to attract students; Teachers must be humorous when using story situations, so as to bring the relationship between teachers and students closer. You can also use appropriate seat changes to create situations through students' curiosity.
The purpose of this study is to better create some challenging, interesting and real problem situations that primary school students want to solve, stimulate their interest in learning and urge them to explore and think. Problems are the core of mathematics and the starting point of thinking. High-quality problem situations can stimulate students' learning enthusiasm, establish students' learning confidence and cultivate students' creative thinking. Innovative education requires mathematics teachers to take "problems" as the starting point of teaching and create problem situations. Through the research of this topic, teachers can change the passive way of creating situations in the past and realize the importance and necessity of creating effective situations. Understand the methods and means of creating effective situations, and find a general model of creating situations suitable for various topics through studying different types, different students and different contents. The key to creating situations in mathematics classroom is that teachers should carefully study the teaching materials, and design different situations according to different teaching contents and teaching objectives and students' actual level, so that students can better understand them. If the created scenes are closely related to real life and intuitive and operable, students' interest can be higher and their self-confidence can be stronger. Effective situations can improve students' interest in learning, increase their life experience, guide students to understand mathematics knowledge, stimulate students' learning motivation and improve the efficiency of mathematics classroom. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of students' mathematics learning; Effective situation creation can better serve students and make them truly masters of mathematics.
Research methods: The research methods of this topic are mainly experimental method and questionnaire survey method. 1. experimental method: a parallel class is determined as the control class, and a comparative study is made, focusing on the differences between the students in the class with better problem situation design and the students in the control class in learning initiative, questioning ability, problem-solving ability and methods, active use of mathematical knowledge in life and "mathematical" thinking about problems. 2. Questionnaire method: According to the well-designed questionnaire questions, students' views on different levels of the situation are understood through sampling survey.
Research steps: 1, experiment: (1) Create a situation of listening to a class from different angles, and write the corresponding after-class evaluation research according to the classroom situation and students' feedback. (2) Through the study of different types, different students and different content courses, the general model of creating situations for various types of topics is found. (3) After summing up the advantages and disadvantages, take the corresponding course in the parallel class again to see its effect. 2. Questionnaire: (1) Consulting literature: understanding the situation and the research situation at home and abroad. (2) Making plans: making corresponding plans, mainly time plans. (3) Collecting and sorting data: sorting and summarizing the collected data, mainly sorting out some topics of the questionnaire method. (4) Analysis and research: Analyze the data, summarize and sort out, refine the essence, and prepare for the questionnaire method.