Mathematics situation is a special teaching environment, which is purposefully created by teachers in order to develop students' psychological function and improve teaching effect by mobilizing "EQ". Learning in the actual situation can make students use their original knowledge and experience to absorb the new knowledge they want to learn. The knowledge gained in this way is not only easy to preserve, but also easy to migrate to new problem situations. Creating teaching situation can not only make students master teaching knowledge and skills easily, but also make students better experience the emotions in mathematics content and make the original boring and abstract mathematics knowledge lively and interesting. It can be said that creating a good teaching situation can stimulate students' interest in learning and provide them with a good learning environment, thus improving the effectiveness of classroom teaching.

There are many cartoons in the new textbook, and mathematics knowledge is generally combined with pictures, with obvious story lines. In class, our teacher just asked who was beautiful in the photo. Please tell this story. A lot of adjectives, let the students say them one by one, so a few minutes have passed, and they haven't entered the topic yet. This situation is really useless to students' mathematics learning, just superficial excitement and fancy. So we must really create a situation to stimulate students' curiosity and interest in learning. The beauty of teaching is inherent and implicit, and mathematics teaching cannot be described as vividly and directly as Chinese. Of course, mathematics is sometimes boring, so we need to create some situations to make students feel that mathematics is around, visible and tangible. The creation of mathematics classroom situation must pay attention to actual effect. A short story, a few thoughtful questions, an operation, a practical activity, a small contest and even a few straightforward math problems will stimulate their interest, stimulate their participation and activate their thinking, with the aim of creating a superficial situation for them to study better instead of "putting on a show".

The situation design of mathematics classroom should follow the following principles:

1、

Purpose principle.

As far as the teaching of related content is concerned, the setting of specific situations should not only play a "stepping stone" role, but also play a guiding role in the later teaching. Teachers should be clear about why they want to set the situation, what purpose they want to achieve after setting the situation, and what is the teaching goal.

2. The principle of fun.

Interest is the best teacher, and the creation of question situations should be aimed at the age characteristics of students.

And recognition

In order to stimulate students' interest in learning, teachers should integrate mathematics problems into some situations that students like to see and hear according to local teaching resources, thus stimulating students' desire to explore.

3、

The principle of reality.

Mathematics comes from and serves life. Therefore, the creation of situations should be combined with students' reality and close to students' lives. Teachers should show the contents of textbooks to students in a situational way through familiar examples in life, so as to narrow the distance between mathematics and life and cultivate students' mathematical consciousness.

4、

Thinking principle.

The problem situation should have certain mathematical connotation and sufficient mathematical information, which is beneficial to students' thinking. The problem situation should be lively and fun for a while, but also ornamental, losing its proper "mathematical taste." Students should be able to discover the mathematical information contained in the situations created by teachers, and then ask related mathematical questions.

So how to improve the effectiveness of creating mathematics classroom situations in teaching practice, I have explored from the following aspects.

Desalinate "Life Taste" and Strengthen "Mathematics Taste"

We often say that mathematics is in life, but life is not all mathematics. There are still differences between mathematics and life, so we can't confuse them. Life is perceptual and concrete, and mathematics is rational and abstract. Only by abstracting concrete things in life into mathematical symbols can it be called mathematics. Today, when we advocate learning "mathematics in life", we must clearly understand the difference between mathematics and life. If you don't realize this difference, living mathematics blindly will not be conducive to the development of students' mathematical thinking to a certain extent, and will also affect students' correct understanding of mathematics. Therefore, we should pay attention to prevent the "taste of life" from completely replacing the "taste of mathematics" that mathematics class should have.

For example, a teacher asked the students in different classes with the remainder: students who like sports will answer: Yes, the teacher will say: It seems that every child likes it very much. Look, the children in our school are having a sports meeting! How lively the playground is! As can be seen from the picture, we can ask some questions calculated by division according to this picture, which will soon arouse students' desire to explore.