The creation of teaching situation refers to the teaching process that acts on students in the classroom teaching environment and causes positive learning emotional response. Yu mentioned in Ten Lectures on Effective Teaching that "teaching situation is the basic element of classroom teaching, and creating teaching situation is also a routine teaching work for teachers, and creating valuable teaching situation is an important pursuit of teaching reform." We can see that it is very necessary to create classroom scenes in primary schools, especially in mathematics classroom teaching. Teachers can make students learn better by creating effective situations.

Taking the learning of rectangular perimeter as an example, teachers can make their own rectangular learning tools, so that students can give full play to their subjective initiative in selecting materials and help students better understand the calculation method of rectangular perimeter through practical activities. This kind of effective situation creation can better help students understand what they have learned.

Second, the status quo of mathematics classroom teaching in rural primary schools

Now primary education has been paid attention to, but the uneven distribution of teachers leads to uneven teaching ability of some rural primary school teachers.

First of all, the content of the textbook itself is abstract and difficult to understand, students' interest in learning is not high, and some old teachers blindly follow the book, which leads to very boring classroom, low student participation, no active classroom situation and atmosphere to generate mathematical thinking, and students are even more lifeless and don't want to participate.

Secondly, the content and situation of some mathematics textbooks are far from the life experience of rural primary school students, which is difficult for students to understand. Originally, the self-control ability of primary school students was poor. If there is no attractive teaching situation and teaching methods, then what students can do is to attend classes on the surface, without really paying attention. In the long run, the foundation of primary schools can't be laid well. What will happen after that?

Thirdly, some rural primary schools have not popularized multimedia classrooms, and teachers' application of new technologies and new media is not in place, let alone using multimedia to create and use situations. It often happens that the teacher talks for a long time on the podium and the students listen to each other below. Learning without interest support is difficult to achieve high efficiency, or even ineffective.

Third, create effective classroom situations to improve classroom teaching efficiency.

(A) to create a life-oriented situation

Combined with the physiological and psychological characteristics of primary school students, teachers should be as close to life as possible when creating situations, which is more conducive to students' understanding of knowledge points and better participation. For example, when teaching "the understanding of circle", teachers can ask students to put forward the application of circle in life as much as possible, that is, let students observe life, experience life and understand the wide application of mathematics in life. By creating a life-oriented situation, we strive to let students learn knowledge from the teacher's situation setting, and actively participate in it with their brains, hands and mouths. Find the fun of learning.

(B) the creation of valuable problem situations

Students are in a dominant position in teaching activities. Teachers should not only be close to life, but also combine the characteristics of students. Of course, in the process of creating situations, we should also pay attention to creating valuable problem situations, rather than creating situations for the sake of creating situations. For example, when learning the related application problems of "proportional distribution", the teacher can take the story as the starting point to create such a situation: "One day, little goats and lambs collect radishes for their mothers, and their mothers give them 1: 1 baskets of radishes, so how many baskets of radishes does each lamb get? Do they share the same number of radishes? Is it average? The next day, the little goat found a trick to collect radishes. When they helped the ewe collect radishes again, the ewe was very happy, so she gave the 10 basket of radishes to the little goats and lambs at 7:3. So how many baskets of radishes did the little goats and sheep get today? Is it average? " Teachers ask questions in the process of students listening to stories, which can not only help students learn what proportional distribution is, but also help students understand that average distribution is only a special case in the process of proportional distribution. After everyone has mastered the proportional distribution, the teacher can ask more similar questions to help everyone consolidate their knowledge. The setting of this valuable problem situation can better bring students into the environment and let students learn knowledge and learn to think from the created situation.

(c) Creating a hands-on environment

There are many models on the market now. Teachers can divide students into five groups and distribute a model respectively, so that students can learn knowledge through hands-on situations. For example, in the lesson of "area of circle", teachers can combine the circular grassland model obtained by students to achieve the teaching purpose.

1. Demonstration experiment

Students will observe that everyone has a lamb on the grassland model in his hand, tied by a rope and appearing in the shape of grazing with his head down. At this time, the teacher can ask in time: How much grass can this sheep eat?

do it yourself

At this time, students usually don't say the answers given by their teachers, and their opinions are often varied. At this time, the teacher can let everyone do the operation and straighten the rope around the center with the center point as the center. This range is the range where calves can eat grass, and this is the area of the circle, so that we can know what a circle is. What is the area of a circle?

play games

Of course, students can also get involved in extracurricular activities, such as throwing handkerchiefs. Everyone started with a classmate and ran back to this classmate. The distance they run is the circumference of the circle. These games are closer to their life situations and often help students learn knowledge.

(d) Create outdoor activities.

Besides indoor activities, we can also create outdoor activities, such as estimating the area of school walls, calculating painting materials, measuring the area of basketball court, and drawing a big circle with a radius of 3 meters on the playground, which can all be our creative goals. Let's take a primary school basketball court as an example. During extracurricular activities, the teacher takes the students to the basketball court. During the break, he asks you a question: How big is the basketball court? When the teacher asked the students, they couldn't answer. At this time, the teacher can let everyone measure and calculate. The student asked, "I don't have a ruler. How can I measure it? " Suddenly, the teacher asked the students to find their own way. At this time, a scene of a classmate measuring the desk by hand came to mind. The classmate said to the teacher, "I have an idea!" " I measured it by hand, and my foot is 10 cm. "So the students opened their palms and bent down to measure. 1 ",2", 3 "... My hands are sore. I looked up, and there was a short edge that had not been measured.

Students think this method is not scientific enough, so they stand in situ and think. By the way, students are 80 cm tall and can borrow them! The student found a rope, marked it as long as his height, and measured it with the rope. Finally, the students measured that the length of the basketball court is 30 times its height, that is, 80×30=2400 (cm) =24 (m), and the width is 20 times its height, that is, 80× 20 =1600 (cm) =16 (m). The area of this basketball court is 24× 16=384 (square meters). After listening to the students' report, the teacher gave the students a thumbs-up sign.

To sum up, there are many examples of situation creation in the process of mathematics teaching in rural primary schools. As long as teachers are good at discovering and applying these methods, they can not only enliven the classroom atmosphere, but also better impart knowledge to students.