First of all, the creation of situations should serve teaching and be effective.
The creation of teaching situation is to effectively carry out teaching activities. Therefore, when creating a teaching situation, teachers should first think about whether the whole activity serves the teaching content or just pursues the temporary excitement of the classroom atmosphere and the diversification and interest of teaching forms. The effectiveness of the situation is reflected in the clear purpose and the integrity of participation.
Second, the creation of the situation should be linked with real life and be authentic.
Connecting with real life and creating realistic and attractive learning situations can effectively stimulate students' enthusiasm for participating in cognitive activities and stimulate their interest and motivation in learning mathematics. For example, in the unit teaching of centimeters and meters, in order to let students apply what they have learned to real life, let students feel the close connection between mathematics and life, and improve the construction of knowledge, I present such a life situation: How high is the classroom on campus? Around this problem situation, the students got many methods through exchanges and discussions: compare one meter to see how many meters it is, and compare yourself, which is several times that of yourself. Measure with a meter ruler, measure with a ruler, measure with steps ... Then the teacher organizes students to discuss, choose feasible schemes, and conduct field measurements, thus solving the problems provided by the situation. The process of solving this problem is also the experience of knowledge construction. There is mathematics everywhere in life. Living the problem situation is to closely link the problem situation with students' life, so that students can experience problems in the problem situation and increase their direct experience, which is not only conducive to students' understanding of mathematics problems in the problem situation, but also conducive to students' experiencing the ubiquity of mathematics in life and cultivating students' ability to observe and initially solve practical problems.
Third, creating situations should be conducive to students' independent development and exploration.
The new curriculum standard requires students to learn mathematics in hands-on practice, independent exploration and cooperative communication, so effective teaching situations emphasize students' individual initiative, highlight students' individual status and role, and make teaching more effective. In children's spiritual world, I hope I am a discoverer and explorer. However, students are still children after all, and it is impossible to explore spontaneously due to the limitations of age and knowledge and experience. Without the situation, materials and even goals provided by teachers, students' exploration can only be passive water without roots. Therefore, teachers should strive to create a situation close to life in teaching, so that students can feel the connection between mathematics and real life, thus stimulating students' desire to explore and making them experience the fun of exploration.
Fourth, the creation of situations should be targeted according to the age characteristics of students.
First, the content and form of the situation should change according to different grades. For junior students, colors, sounds and movements are very attractive, so we should create more situations with vivid performance, vivid content and rich forms, such as making up children's songs, telling stories, playing games, solve riddles on the lanterns, simulated performances and intuitive demonstrations. For senior students, it is necessary to create more situations that help students to think independently, explore independently and communicate cooperatively, attract students with the inherent and hidden beauty of mathematics itself, and try to make them satisfied with the situation from their inner successful experience, thus becoming the driving force for their next study. Second, students' knowledge base should be fully considered when creating situations. Research shows that cognitive interest is closely related to students' knowledge base. Therefore, classroom teaching should be arranged step by step from easy to difficult, from simple to deep, from simple to complex. Teachers should be familiar with teaching materials, master the structure of knowledge and understand the internal relationship between old and new knowledge when creating situations; Second, we should fully understand students' existing knowledge, experience and psychological development level.
Five, the creation of the situation should be appropriate according to the teaching content.
The creation of teaching situations is not as much as possible. A class creates several or even more situations, and students are busy here and there for a while, paying attention to the activity itself, not the content of learning, and the effect can be imagined. The purpose of creating situations is to stimulate students' interest in learning and let them actively participate in learning to explore new knowledge. Therefore, I think whether to create or use situations in teaching materials should be considered according to the teaching content and students' knowledge base and life experience.