With the deepening of the new curriculum reform, it has become a teacher's knowledge to choose appropriate mathematical materials and create a situation suitable for teaching and children's development in mathematics teaching. 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 team cooperates with each other to prepare drinks. 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.

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

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