In order to clarify the fundamental purpose of situation creation, we believe that teachers should follow the following principles in situation creation:

1. Purpose principle

A good teaching situation serves a certain teaching goal. Circumstances are not decorations, nor are they fashionable decorations. 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. We should be aware of why teachers should create situations and what kind of teaching goals they should achieve.

2. Principle of interest

Interest is the best teacher. The creation of problem situations should be aimed at students' age characteristics and cognitive rules, and the starting point should be 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, so as to stimulate students' desire to explore. For example, the story situation, game situation, competition situation and so on we create in our daily teaching all embody the principle of fun.

3. The principle of reality

Mathematics comes from and serves life. Therefore, the creation of situation should pay attention to the combination of students' reality and close to students' life. Teachers should show the contents of textbooks to students through familiar examples in class, 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 interesting, and it should be ornamental, losing its proper "mathematical taste". It should let students discover the mathematical information contained in the situation created by teachers, and then ask related mathematical questions.

5. The principle of the times

The times are developing, the society is progressing, and the living environment around us is constantly changing. Teachers should treat students with a dynamic and developing vision, because students have various channels to obtain information, so the creation of problem situations in teaching should have a modern atmosphere, and materials related to mathematics learning in real life should be introduced into the classroom in time to enhance the times of teaching. For example, in the lesson "Second Understanding", we used to see teachers introduce new lessons with the life situation of New Year countdown. However, with the development of the times, teachers have captured new information, so the situation of Shenzhou 5 and Shenzhou VI rocket countdown appeared, which made our classroom teaching keep up with the pace of the times.

Specifically, there are several ways to create an effective teaching situation. Fourth, the method of situation creation.

(1) Create a situation in combination with real life.

Mathematics originates from life and is higher than life. The study of mathematics knowledge sometimes makes students feel boring. This requires teachers to pay attention to connecting with real life in teaching and create exploratory problem situations for students. Practice has proved that the closer the problem situation is to students' life, the more interesting and useful it is for students to experience mathematics, which is more conducive to stimulating students' interest in learning and cultivating students' practical ability and problem-solving ability. ? For example, when teaching "Understanding RMB", you can simulate a small shop in the classroom, so that students can play the role of salespeople and customers to buy and sell, so that students can learn immersive. Of course, there are also many examples in life related to the content of primary school mathematics. For example, why are many containers made into cylinders at home? Why is the bicycle frame triangular? Why are wheels round? And so on, in teaching design, if teachers can reasonably borrow examples commonly used by students, make proper processing and arrangement, and create a problem situation that students like, on the one hand, it can stimulate students' interest in learning, on the other hand, it is conducive to guiding students to find problems, ask questions and finally solve problems in the situation, so that students can feel the significance and value of learning mathematics.

For example, when teaching "proportional distribution", a teacher created such a situation: as soon as class began, he brought the students into the situation of helping the PE teacher divide the ball. "The PE teacher wants to ask you to help him and play basketball for the third grade students. Miss Wang has 12 ball, which should be used for boys and girls to practice. What do you think? " When the students heard the question, they began to talk about it. After communication, it is basically agreed that there are 6 boys and 6 girls. At this time, I said, "Your teacher Wang tried this method, but the male students in grade three were very dissatisfied and said it was unreasonable. They said, we 16 people, how did we get as much as eight of them? The teacher is too partial. Then what do you think is fair? " The students were lost in thought again. After discussion, some students put forward suggestions: according to the number of boys and girls, more points and less points. Some students stood up and argued: how much is that? I seized the opportunity in time: "Yes, the more points, the less points. Is there any basis for this?" After some thinking, the students themselves came to the conclusion that "it is more reasonable to allocate according to the proportion of people". It can be seen that this kind of life case, which is closely connected with students, has a strong affinity for students, which suddenly narrows the distance between students and mathematics. Practice has proved that the closer the created situation is to students' life, the higher the visibility, the better the degree to which questions activate thinking and the higher the degree to which students consciously accept knowledge. Only when mathematics is connected with life can students truly appreciate the application value of mathematics and their enthusiasm for learning can be truly aroused. The mathematical knowledge, ideas and methods obtained in this way can be used to solve problems in real life. Students can discover mathematics in life, learn mathematics in activities and apply mathematics in life.

(2) Creating a situation with the help of activities

Constructivism holds that the knowledge, ideas and methods of mathematics should not be acquired by teachers, but by students through their own meaningful learning activities with the help of teachers in certain situations. Therefore, in classroom teaching, we should strive to create some meaningful teaching situations, let students participate in the activities of exploring new knowledge to the maximum extent, and realize the coordinated development of knowledge and ability through students' practical activities such as hands-on, oral and mental activities.

For example, in the competition of "Synchronous Practice and Training" in primary school mathematics in the city, Mr. Tang Zhuanfang of our school taught "Understanding Objects and Figures". In this class, Mr. Tang created a series of operation activities, such as taking a look, touching, comparing, playing and building, to let students know the characteristics of cuboids, cubes, cylinders and spheres in the activities. The formation process of knowledge is a natural transition from concrete to abstract.

Another example is the lesson "the sum of the inner angles of a triangle" taught by a teacher in Blue Mountain. The teacher first asked the students to explore the sum of the internal angles of a triangle. Through the amount of hands-on, students boldly guess that "the sum of the inner angles of the triangle is about 180 degrees"; Then organize students to cooperate and verify, and use various methods such as folding, spelling and cutting to explore again; Finally, the students independently found that "the sum of the internal angles of the triangle is 180 degrees". In this class, the teacher fully mobilized students' various senses, let them really start, use their brains and talk, actively participate in the whole process of mathematics learning, and change "learning mathematics" into "doing mathematics".

(3) Through the "open" question, the open question of creating situational mathematics refers to the question with redundant conditions, insufficient conditions or non-unique answers, and it is a process in which creative thinking, divergent thinking and convergent thinking alternate repeatedly. Design a series of "open" questions in classroom teaching, boldly let go, let students think of ways to carry out multi-angle and multi-directional thinking activities, let students produce as many, as new as possible or even unprecedented ways and methods of thinking, and cultivate the broadness and flexibility of thinking while mastering knowledge.

For example, when teaching the location and direction, you can use multimedia courseware to show the plan of each scenic spot in the zoo, and at the same time match the corresponding questions on the pictures: What information have you learned from the pictures? If you were a tour guide, what route would you take to guide tourists around? Under the guidance of such an open question, students collect available information from the floor plan and put forward various sightseeing schemes.

For another example, in the "Problem Solving" section of the math activity class, the amusement park scene is reproduced in the form of courseware, with information such as amusement items, prices and relevant regulations of each item, and then a "fixed consumption activity" is arranged, so that students can design a suitable amusement plan for themselves according to the information provided. Students' enthusiasm is unprecedented and their thinking is flexible. They soon came up with all kinds of entertainment plans. Children's colorful personality has been vividly displayed, and healthy personality has been developed harmoniously and comprehensively.

(4) Create a situation between the new and old knowledge connection points.

Create situations at the key points where the old and new knowledge are closely linked, create conflicts, guide students to put forward new mathematical problems, review the old and learn new ones, stimulate students' desire to explore mathematical problems, and use existing knowledge, experience and methods to associate and explore new knowledge.

Such as; When teaching "Calculation of Cylindrical Volume", we can create such a situation: "In front of us, we transform a circle into an approximate rectangle by transformation method, and deduce the calculation method of finding the area of the circle. Can this transformation method be used to deduce the calculation method of cylinder volume today? Let's try it. " Through such a situation, it not only points out the direction of inquiry for students, but also stimulates their desire to explore new knowledge.

(5) Set up cognitive conflicts and create situations.

Suhomlinski said:

"There is a deep-rooted demand in people's hearts, and this is hope.

I am the discoverer.