At present, it has become a very important bridge to create a "situation" in mathematics teaching that helps students communicate from their existing life experience to the unknown mathematics world. As we know, mathematics is not only the accumulation of knowledge and methods, but also many processes that constitute mathematical thinking mode. Finding mathematical problems from a good mathematical situation, refining mathematical methods, and then returning to real life to solve similar mathematical problems is the process of students experiencing mathematization. The creation of mathematics teaching situation is generally based on paying attention to students' interests, their knowledge and life experience, which has certain openness and flexibility and provides a platform for students to explore. With regard to the creation of teaching situations, teachers have expounded some successful practices from different angles. Here I will talk about some of my own practices from the effectiveness of the situation. First of all, the creation of the situation should have a purpose. A class always has a certain teaching task, which needs to achieve a certain teaching goal, and the teaching situation should also be designed around the teaching difficulties and key points. Secondly, the creation of situations should be targeted. The creation of scenes should be based on students of different ages and different teaching contents, so as to prevent copying mechanically and attaching far-fetched ideas. Third, the creation of situations should be interesting. Because students are very curious, the created situation should be interesting, which can attract students' attention, stimulate students' curiosity, and enable students to quickly devote themselves to learning in a better state. Finally, the creation of situations should be enlightening. The situation created should be enlightening and angry, so that students can't stop studying and are eager to try.