With the deepening of the new curriculum reform, in mathematics teaching, it has become the common knowledge of teachers to select appropriate mathematics materials and create a situation suitable for teaching and children's development needs. However, in our actual teaching, due to many reasons, situation creation often "changes the taste" and "goes out of tune", losing its due value. Du Mu, a poet of the Tang Dynasty, has a famous saying: "Learning is not to explore its flowers, but to pull out its roots." This means that learning cannot stay on the surface and only focus on the excitement of form, but must explore the root. Situations should not just be colorful dynamic pictures or lively and diverse operating activities. The key is that they must contain mathematical problems. It can stimulate students' thinking, help students consolidate the knowledge they have learned, and develop their abilities and intelligence.
(1) Start from the combination of teaching and life and create scenarios
Mathematics is closely related to life. Mathematics is everywhere in life. Create scenarios based on the application of mathematics in real life. Scenarios not only allow students to realize the importance of mathematics, but also help students use the mathematical knowledge they have learned to solve problems. For example: When I was teaching the lesson "Distribution in proportion", I created a teaching scenario of "beverage preparation". At the beginning of the lesson, the teacher asked: Do the students like to drink drinks? What kind of drink do you like to drink? The students all said they liked it and talked about their favorite drinks. At this time, the teacher asked: Have you ever drank the drink you prepared? The students said they had never. At this time, the teacher took advantage of the situation: In this class, we will make our own drinks. After preparing the drink, the teacher asked the students to taste the drink they prepared. Since the drink was not prepared according to a certain proportion, they naturally said "it tastes good", "too sweet", and "too bland". At this time, the teacher seizes the opportunity and asks the students to exchange the drinks in their hands and taste them again. The students will find that the drinks prepared by the classmates at the same table taste different from the drinks prepared by themselves, and they can find out the reason: "The drink powder of the classmates at the same table was not put in the right place." "Too much" or "Too much water" etc. At this time, the teacher gave timely guidance: To prepare a delicious and delicious drink, water and drink powder must be appropriate. Now ask the students to prepare it again. And think about it, how many parts of beverage powder and how many parts of water should be added to make the drink delicious. At this time, the group cooperates and *** prepares drinks together. Such a teaching situation is not only closely related to life, but also arouses a high degree of attention and interest among students. It also allows students' learning activities to unfold vividly along the solution of relevant problems. Students always actively explore and explore with great interest. Discussion and cooperation promote students' active development.
(2) Use problem exploration to create scenarios
Appropriate scenarios are generally always linked to the solution of practical problems. Using problem inquiry to set up teaching situations to facilitate activities such as inquiry, discussion, understanding or problem solving is an effective method of setting situations suitable for mathematics. For example, when teaching "Finding the volume of a cylinder", someone created the following problem scenario step by step when guiding students to explore the volume formula: In the first step, can the volume of water in a cylindrical glass container be found? The students were very interested in this, but could not tell the answer for a while. One student tried to say that he could pour "cylindrical water" into a rectangular container, and then measure the length, width, and height respectively to calculate the volume. This idea was recognized by everyone. In the second step, the teacher followed the trend and asked: If the "cylinder water" is replaced by "cylinder cement", how to calculate its volume? This question stimulates a sense of wonder in children. After thinking about it, the students thought that they could shape it into a rectangular cube and calculate the volume. In the third step, the teacher's question is neither "water" nor "mud", but a cylindrical wooden block. Can you calculate its volume? The wooden block could neither be knocked over nor pinched, and a new problem was encountered. After thinking about it, the student thought that it could be measured by immersing it in water in a rectangular container and measuring the same volume of water displaced thereby. When students are thinking actively and are happy to solve the problem, the teacher shows the focus of the problem. If it is a cylindrical cement pillar on both sides of the theater entrance, can you find a way to calculate it? At this time, students deeply felt: ① There must be a formula for calculating the volume of a cylinder; ② This formula can be found from the relationship between the volume of a cuboid and the volume of a cylinder. The teacher's series of questions not only guided the students to think deeply and actively explore step by step, but ultimately made the formula for calculating the volume of a cylinder "born" in the hands of the students.
(3) Use cognitive contradictions to create scenarios
The contradiction between new and old knowledge, the contradiction between daily concepts and scientific concepts, and the contradiction between intuitive common sense and objective facts can all arouse students’ exploration Interest and desire to learn form a positive cognitive atmosphere and are therefore good materials for setting up teaching situations. For example, when teaching "Year, Month, Day", there was such a scenario design: "Do students like to celebrate birthdays?" The students all happily replied: "Yes!" Then several students were asked: "How old are you? "How many birthdays have you celebrated?" After the students answered in turn, the teacher said: "Students, generally a person has several birthdays depending on how old he is, but Xiaogang only celebrated three birthdays when he turned 12. Why is this? Do you want to know the secret?" After hearing this, the students were all in high spirits, and a strong desire for knowledge arose spontaneously. At this time, the teacher seizes the students' eagerness for knowledge and introduces new lessons in a timely manner, and the students' enthusiasm for learning will run through the entire lesson.
This kind of scenario design takes advantage of the dissonance between students' cognitive factors, not only creates an interesting emotional environment to mobilize students' positive thinking, but it also introduces the key points and difficulties of the course, creating a good understanding environment.
(4) Use hands-on operations to create scenes
The famous psychologist Piaget said: "Children's thinking starts from actions, cutting off the connection between actions and thinking, thinking They cannot develop. "In the teaching process, often letting them move, divide, draw, measure, pinch, etc. can promote students' multiple sensory activities and achieve good learning results. For example, when teaching "Calculation of the Area of ??a Trapezoid", I guided the students to use two identical trapezoids to derive the formula for the area of ??the trapezoid through rotation and translation, and then asked the students: "Can students convert the trapezoid into other learning methods?" "Due to the idea of ??"transformation" that has been infiltrated into the teaching of "triangular area", students started to explore, some cutting, and some spelling. After continuous trials, exchanges and After induction, students found three more derivation methods. In this learning process, students not only learned the knowledge of the trapezoidal area formula, but also learned how to explore the unknown from the known through hands-on operations, cultivating their spirit of active exploration.
(5) Use stories to create teaching situations
Listening to stories is children’s first need, and teachers’ teaching should create situations based on children’s psychological characteristics. Teachers can compile some vivid and interesting stories based on the teaching content to stimulate students' desire to learn. For example, when teaching "Basic Properties of Fractions," the teacher used three-dimensional animation technology to introduce a new lesson in the form of a fairy tale: The Monkey King on the mountain made a cake and prepared it for the little monkeys to eat. The Monkey King divided the cake into three equal parts and gave one to Monkey A; then he took two-sixths of the cake and gave it to Monkey B; and gave three-ninths of the cake to Monkey C. . So the two monkeys A and B got into a quarrel, saying that the monkey king's share was unfair. So, the suspense of whether the Monkey King's share was fair or not inspired the students' awareness of the problem, and the students couldn't help but start a discussion. The vivid pictures of CAI attracted them, and the three divisions of the Monkey King were clearly visible through the screen. The students expressed their opinions one after another. Some students even thought of the invariant nature of quotients and found new explanations and new conclusions. Teachers patiently listen to students’ opinions, protect and guide the development of students’ innovative thinking. In this way, with the help of CAI teaching methods, topics can be introduced naturally, novelly and interestingly, guiding students into the teaching situation, and stimulating students' desire for knowledge and awareness of innovation. When setting up the scene, it is very important for the teacher to describe it vividly and emotionally. Modern teaching media, especially computer-centered modern teaching media, can organically integrate and display vivid images, clear text and beautiful sounds on the screen, and can put aside some superficial, secondary, and Non-essential factors highlight the inner, important and essential things, and can achieve micro-scale amplification, macro-scale reduction, dynamic and static combination, and transcend time and space constraints on the screen, thereby effectively stimulating interest in learning, mobilizing students' enthusiasm, and optimizing teaching situations to enhance their effectiveness. Modern information technology provides new means of expression for teaching scenario design. When setting up teaching scenarios, the special functions of multimedia technology must be fully utilized.
In short, as long as we can make students love mathematics more, be more willing to learn mathematics, and understand mathematics better, we can create a program based on a full understanding and research of the teaching content and the specific situation of the students. A more colorful and intelligent teaching situation will come.