Creating problem situation is to set obstacles and doubts between teaching content and students' knowledge-seeking psychology, and to introduce students into a problem-related situation. Information technology is only the most effective tool to create problem situations. Teachers use modern educational technology with multimedia technology and network technology as the core to create vivid and interesting problem situations as much as possible, and guide students to analyze, compare and synthesize the situation content from multiple angles and directions, so that students can constantly complete "assimilation" and "adaptation" and construct new cognitive structures.
For example, when teaching "Multiplication Distribution Rate", a teacher created such a good question situation for students, fully mobilized the enthusiasm and initiative of students, and let questions stimulate the spark of thinking. Example: A group of monkeys were playing on the mountain and accidentally found a strange peach hanging on a big tree, which made them want to put down the curtain and scramble to pick it. Just as the Monkey King came to see them, he gave an order: "Don't pick them! Whoever wants to pick it must go through my Monkey King Pass first! " The Monkey King worked out two calculation problems: 26×25+25× 14=? 25×(26+ 14)=? Test them. As a result, a clever little monkey answered two questions first, and the answers were 1000. The Monkey King was very happy after hearing this, and personally picked peaches for the monkey. The other monkeys were surprised: "The formulas of these two questions are different. How can the results be the same?" At this time, the students are eager to try, but they are speechless. The teacher guided the trend and showed the topic. In this way, the effect of "a stone stirs up a thousand waves" is achieved, and students are brought into the situation. Aroused students' desire for knowledge, ignited the spark of students' thinking, attracted by this vivid and interesting situation, students actively engaged in learning.
This method of stimulating students' interest in learning by creating problem situations can not only make students have psychological effects, but also better mobilize their enthusiasm for learning. In addition, creating certain problem situations can open students' thinking and give them room for development.
Second, create a "personal experience" situation to resolve knowledge difficulties.
The new curriculum standard emphasizes that we should vigorously develop and provide students with richer learning resources, and take modern information technology as a powerful tool for students to learn mathematics and solve problems. Network technology has injected new vitality into mathematics teaching with its rich resources and interactive advantages. In teaching, if teachers create an activity that makes children feel "immersive" in teaching, and let them master the main points of knowledge and resolve the difficulties of knowledge in the activity, teaching can get twice the result with half the effort.
When the network enters the classroom, it can bring colorful life scenes into the classroom, create virtual real situations and embody the teaching concept of life mathematics. For example, in the process of a teacher's mathematical practice of "saving water", students not only learned the knowledge of measurement and drawing, but also learned the general situation of water resources in China from the Internet, and really realized the value of a drop of water, which benefited from good habit education and national education.
Another example is: In the teaching of "Preliminary Understanding of Right Angles", when students know right angles and learn to draw right angles, we designed an extended question: How many right angles (countless) can be drawn by dragging and rotating two rays behind a point on a screen with the mouse? Students can operate directly on the computer or communicate directly with teachers through the network control platform. Teachers can also monitor each student's learning progress online and communicate with students individually. In this way, every student can get the guidance of teachers, and teaching students in accordance with their aptitude will be implemented, which effectively promotes the development of students' innovative spirit.
With network technology, students can choose their favorite topics to explore: searching for information on the internet, solving and discussing on the internet, etc. Therefore, we can understand the problems from various angles, enhance students' awareness and ability to actively explore knowledge and practice, and promote sustainable development.
Third, create incentive situations to promote students' agile thinking.
Practice has proved that in the intense competition, students are eager to try and try their best to win. In teaching, teachers' use of information technology has the characteristics of carrying a large amount of information, quick response, strong comprehensive expression and easy control. Just creating some incentive situations is conducive to the development of students' agile thinking.
For example, students learn oral calculation addition and subtraction in 20 minutes. The traditional method is that the teacher shows the oral calculation card and the students look at the calculation formula to answer. In this way, it is difficult for teachers to take care of every student, and most students react under the direct stimulation of teachers. Teachers use the multimedia network classroom to design a CAI courseware based on interactive games, so that students can learn in the game situation. When students complete their tasks correctly in advance or within the specified time, the "general" who checks the gate will let them enter the next level of study, otherwise they will return to this level, and the difficulty of each level is different. Finally, the higher the difficulty, the faster the students are required to respond. In this man-machine challenge and fierce competition atmosphere, students gradually develop a good habit of not admitting defeat and dare to challenge difficulties, which urges students to study actively and trains their thinking well. At the same time, it embodies the position of teachers as organizers, guides and helpers, overcomes the stereotyped defects in traditional teaching, and takes care of the level differences of different students, so that every student can have a successful experience. But also help to cultivate students' sense of competition and study perseverance.
Fourth, create "contrast" situations to cultivate students' ability to distinguish differences.
Mathematical knowledge with similar form but different reality often puzzles the thinking of primary school students, making them unable to solve mathematical problems that seem to be the same but actually belong to two different concepts in the right way. In teaching, teachers grasp the confusion of students' cognition and make students' thinking develop in the right direction through targeted observation and comparative analysis.
For example, when teaching "Contrast of Area and Perimeter", I used courseware to create a story situation close to students' life: (After the computer animation was shown, the teacher described it) In a small mountain village, Uncle Li lived in the west of the bridge and Uncle Wang lived in the east of the bridge. This year, Uncle Li raised five animals, and Uncle Wang cultivated a rectangular wheat field with a length of 20 meters and a width of 6 meters at his door. (Animation shows the wheat field) Uncle Wang is very happy to see the green wheat field. (Animation shows that sheep want to eat wheat fields) In order to ensure a bumper harvest of wheat, please do something for the wheat fields?
Health 1: Just take the sheep away.
Teacher: But the sheep will still come running.
Health 2: Put a fence around the wheat field.
Teacher: That's a good idea. (Animation shows red fence)
Teacher: Please look at this picture. What math questions would you ask?
Health 1: How long does it take Uncle Wang to build the fence?
Health 2: How much wheat did Uncle Wang grow? ..... (rushing to ask questions).
Teacher: The students are great. They ask so many questions. Shall we help uncle Wang calculate?
In teaching, teachers first help students to clarify the essential attributes of area and perimeter: area refers to the size of the plane where the object is located, and perimeter refers to the length around the object. Ask the students to say and point out the specific meaning of the area and perimeter of the blackboard.
In teaching, comparing the similarities and differences after helping students understand the essential characteristics of concepts is conducive to students' profound and accurate understanding of concepts, and can also improve students' ability to analyze problems.
Fifth, create application situations to cultivate students' creative thinking.
Mathematics comes from life, and there is mathematics everywhere in life. Creating a life situation closely related to students, so that students can personally experience the mathematical problems in the situation is conducive to students' understanding of the mathematical problems in the situation, to students' experiencing the ubiquity of mathematics in life, and to cultivate students' observation ability, creativity and ability to initially solve practical problems. And multimedia computer has powerful simulation function, which can create virtual application situation well.
For example, after students learned the application problem of "more (less) in one", I designed the autumn outing situation that students experienced personally with the help of video, so that students could experience the beauty of nature, and children's games such as hide-and-seek and rubber jumping became interesting and students were very interested. When the students entered the situation, the picture suddenly stopped and a set of data appeared: 10 people sang and grabbed. The teacher seized the opportunity to ask questions. Who can ask a few questions based on this set of data? Discuss in groups before reporting. The students are full of enthusiasm and active thinking, and put forward such questions as: How many people sing less than hide and seek? How many people are there in bungee jumping and hide-and-seek How many people sing and hide-and-seek are better than bungee jumping? And so on. Students choose their favorite things according to their favorite and personal life situations, expand their thinking wings and ask their own questions. Doing so can not only smoothly transform concrete things in life into abstract mathematical knowledge, but also cultivate students' good observation, attention, rich imagination and creative ability.
To sum up, teachers can create situations through various ways and methods. In teaching, as long as the created scenes can stimulate students' learning emotions and conform to the reality of students and teaching materials, the classroom can receive good results. In a word, using modern educational technology to create mathematics teaching situation needs further exploration and research. Only by combining modern educational technology with the laws of education and teaching fully and organically, the road of situational teaching will be more brilliant, quality education will be truly implemented, and the future of education and teaching reform will be better.