With the deepening of the new curriculum reform, it has become the consensus of teachers to choose appropriate mathematics materials in mathematics teaching and create a situation suitable for teaching and children's development. However, in our actual teaching, due to many reasons, the creation of situations is often "out of shape" and "out of tune" and loses its due value. Du Mu, a poet in the Tang Dynasty, famously said, "Learning is not to explore its flowers, but to extricate itself from its roots." It means that learning can't stay on the surface, just pay attention to the wonderful form and get to the bottom of it. The situation should not only be colorful dynamic pictures or vivid and diverse computing activities, but the key is to imply mathematical problems. It can stimulate students' thinking and help them consolidate their knowledge and develop their abilities and intelligence.

(A) Starting from the combination of teaching and life, create scenarios.

Mathematics is closely related to life, and it is everywhere in life. Creating scenarios based on the application of mathematics in real life can not only make students realize the importance of mathematics, but also help students solve problems with the mathematical knowledge they have learned. For example, when I was teaching proportional distribution, I created a teaching scene of beverage preparation. At the beginning of class, the teacher asked: Do students like drinking? What kind of drinks do you like to drink? The students all said they liked their favorite drinks, and then the teacher asked, have you ever drunk your own drinks? The students all say that they have never. At this time, the teacher guided the situation: in this class, we make our own drinks. After the preparation, the teacher asked the students to taste the drinks they prepared. Because it is not prepared in a certain proportion, it is natural to say "delicious", "too sweet" and "too weak". At this time, the teacher seized the opportunity and asked the students to change their drinks and taste them again. Students will find that the drinks prepared by their deskmates taste different from their own, and they can find out the reasons, such as "too much powder in the drinks of deskmates" or "too much water" and so on. At this time, the teacher promptly guided: to prepare a delicious drink, water and beverage powder must be appropriate. Now, please prepare again. And think about it, you should put a few portions of beverage powder and a few portions of water to make a good drink. At this time, the group cooperates and makes drinks together. This kind of teaching scene is not only closely related to life, but also can arouse students' high attention and interest at once, so that students' learning activities can be vividly carried out along the solution of related problems. Students always actively explore, discuss and cooperate with great interest, which promotes students' active development.

(B) the use of questions to explore and create scenarios

Appropriate scenarios are usually associated with the solution of practical problems. It is an effective method to create teaching situation by using problem inquiry, which is convenient for exploring, discussing, understanding or solving problems. For example, when teaching "Finding the volume of a cylinder", some people created the following problem scenarios step by step when guiding students to explore the volume formula: Step one, can you find the volume of water in a cylindrical glass container? Students are interested in this, but it is difficult to tell the answer at the moment. A student tried to say that "cylindrical water" can be poured into a cuboid container, and then the length, width and height can be measured separately to calculate the volume. This idea has been recognized by everyone. In the second step, the teacher pushed the boat with the current and asked: If "cylindrical water" is replaced by "cylindrical clay", how to calculate its volume? This question aroused the children's sense of surprise. The students thought about it and thought that it could be kneaded into a cuboid and the volume could be calculated. In the third step, the teacher's problem is neither "water" nor "mud", but a cylinder. Can you calculate its volume? Wood blocks can neither be dropped nor pinched, and new problems have been encountered. After thinking, students think that it can be immersed in the water of a rectangular container and measured by measuring the same volume of water discharged from it. Just when the students were active in thinking and willing to solve the problem, the teacher showed the key points of the problem. If it is a cylindrical cement column on both sides of the theater door, can you find a way to calculate it? At this time, the students were deeply touched: ① There must be a formula for calculating the volume of a cylinder; ② This formula can be found from the relationship between cuboid volume and cylinder volume. The teacher's series of questions not only lead the students to think deeply and explore actively step by step, but finally make the formula for calculating the volume of a cylinder "born" in the hands of the students.

(C) the use of cognitive contradictions, the creation of scenarios

The contradiction between old and new knowledge, the contradiction between daily concepts and scientific concepts, and the contradiction between intuitive common sense and objective facts can arouse students' interest in exploration and desire for learning, and form a positive cognitive atmosphere, so they are all good materials for setting up teaching situations. For example, when teaching "Year, Month and Day", there is such a scenario design: "Do students like birthdays?" The students all replied happily: "Yes!" Then I asked several students, "How old are you? How many birthdays have you had? " After the students answered in turn, the teacher said, "Students, how old a person is, there will be several birthdays, while Xiao Gang only had three birthdays when he was 12 years old. Why is this? Do you want to know the secret? " After hearing this, the students were in high spirits and a strong thirst for knowledge came into being. At this time, teachers grasp students' enthusiasm for learning and introduce new lessons in time, and students' enthusiasm for learning will run through the whole classroom. This scenario design takes advantage of the disharmony between students' cognitive factors, which not only creates an interesting emotional environment to mobilize students' positive thinking, but also introduces the key points and difficulties of the course and creates a good cognitive environment.

(D) the use of hands-on operation, the creation of scenarios

Piaget, a famous psychologist, said: "Children's thinking begins with action. If we cut off the connection between action and thinking, thinking cannot develop. " In the teaching process, they are often allowed to move, divide, draw, measure and pinch. It can promote students' various sensory activities and achieve good learning results. For example, when teaching "Calculation of Trapezoidal Area", I guide students to use two identical trapezoids to derive the formula of trapezoidal area through rotation and translation, and then ask students: "Can students convert trapezoids into other learned figures to derive its formula?" Because the idea of "transformation" has penetrated into the teaching of "triangle area", students began to explore, some cut and some spell. After constant trial, communication and induction, the students found three deductive methods. In this learning process, students not only learned the knowledge of trapezoidal area formula, but also learned how to explore unknown thinking modes and methods from the known in the hands-on situation, and cultivated their spirit of active exploration.

(5) Creating teaching situations with stories.

Listening to stories is the first demand of children, and teachers should create situations according to children's psychological characteristics in teaching. Teachers can make up some vivid and interesting stories according to the teaching content to stimulate students' desire for learning. For example, when teaching "Basic Properties of Fractions", teachers introduced a new lesson in the form of fairy tales by using 3D animation technology: the Monkey King on the mountain made a cake and distributed it to the little monkeys. The Monkey King divided the cake into three parts on average and took one of them to Monkey A; Then, he gave two-sixths of the cake to Monkey B; Three-ninth of this cake was given to monkey C. As a result, two monkeys, A and B, quarreled and said that the monkey king had divided it unfairly. Then, whether the division of the Monkey King is fair or not has aroused students' understanding of the problem, and students can't help but discuss it. Cai's vivid picture attracted them, and the Monkey King's three points were clearly visible through the screen. Students express their opinions one after another, and some even associate them with the invariance of business, and thus find new explanations and conclusions. Teachers patiently listen to students' opinions and protect and guide the development of students' innovative thinking. In this way, with the help of CAI teaching methods, the topic is introduced naturally, creatively and interestingly, which guides students into the teaching situation and stimulates students' thirst for knowledge and innovative consciousness. When setting the scene, the teacher's vivid and emotional description is very important. Modern teaching media, especially those with computers as the core, can organically integrate vivid images, clear words and beautiful sounds and display them on the screen, put aside some superficial, secondary and non-essential factors, highlight internal, important and essential things, and realize micro-amplification, macro-reduction, dynamic and static combination and crossing time and space restrictions on the screen, thus effectively stimulating learning interest and mobilizing students' enthusiasm. Modern information technology provides a new means of expression for teaching scene design. When creating teaching scenes, we should give full play to the special functions of multimedia technology.

In short, as long as we can make students love mathematics more, be more willing to learn mathematics and know how to learn mathematics better, we can create more colorful and intelligent teaching situations on the basis of fully understanding and studying the teaching content and students' specific conditions.