There are 12 ways to create situations commonly used in primary school mathematics teaching

1."Reproducing the Situational Spine Match Produced by Sun Yechi's Knowledge - Discovery".

2."Create a relevant problem situation – **".

3."Simulating real-life situations – operation".

4."Use artistic means such as storytelling characters to create situations - affectionate and interesting".

You can 7 in the process of leading the child x to do the scene of the collapse of the hall 2 to let them understand. Child F's thinking is very alive, and he can use 6 pairs of questions as a group search mat. Let them come up with what the two are related to each other. After the most missed shout, let them fully use their imagination 6, and then summarize and summarize.

Well, this one. Software required.

Software Oh! Not hardware!

<> graduated, and the seniors started selling things again.

Junior: "How much is this 64g USB flash drive?" ”

Senior: "600! ”

Junior: "Oh, senior, your USB flash drive is second-hand, why is it so expensive!" ”

Senior: "Do you think this is an ordinary USB flash drive?,Anyone who has used this USB flash drive will say that this USB flash drive should be called Ruyou disk,Or called hard disk,Junior brother, do you understand?" ”

The junior swallowed his saliva and said excitedly: "Senior, I bought 600 yuan!" ”

The creation of teaching context is an important part of teaching design, and it is a commonly used teaching strategy in primary school mathematics teaching, which aims to stimulate students' curiosity and attract them to actively participate in learning activities, learn knowledge and train skills in the process of discovering and solving problems, and gain experience in mathematics learning. Therefore, the teaching situation created must highlight the interesting, thoughtful and realistic.

"Teaching context" is a special teaching environment that teachers purposefully create to serve students' learning according to teaching objectives and teaching content. (2233 words remaining).

Abstract: The new curriculum reform has put forward higher requirements for teachers

Through learning, I deeply realized the importance of creating a situation. The Mathematics Curriculum Standards state that "students should learn mathematics in vivid and concrete situations.

Mathematics teaching should be closely related to students' living environment, starting from students' experience and existing knowledge, and creating a situation that is conducive to students' independent learning, cooperation and communication. "In my future teaching, it is possible.

Create the following teaching scenarios:

1. Create a pleasant situation to stimulate students' interest in learning.

In class, according to the characteristics of primary school students, we try to turn boring numbers, symbols, and abstract concepts and formulas into vivid and enjoyable teaching materials. Especially at the beginning of a lesson, it is very important to create the best teaching situation for students to stimulate their interest and stimulate their thinking. To this end, I use storytelling, listening, riddles, games and other ways to create a pleasant learning situation and stimulate students' interest in learning.

2. Create a stimulating situation to stimulate students' desire for knowledge.

In the process of guiding students' learning, teachers should be good at creating a harmonious situation, so that students are in an enterprising state of excitement and curiosity, induce students' interest in learning, improve students' enthusiasm for learning, and devote themselves to the study of exploring new knowledge with the best psychological state.

3. Create first-class situations to develop students' innovation ability.

When teaching, we should explore the potential intellectual factors of the textbook itself, make full use of the charm of mathematical knowledge, and create a learning situation for students to discover and explore, so that they can continue to develop and innovate in the process of mathematical knowledge.

4. Create discussion situations to promote students' cognitive deepening.

Collaboration is an important way for students to learn mathematics. Elementary school students are happy to socialize, and discussion meets the psychological needs of students. For the knowledge and thinking barriers in teaching, when students are in a state of "anger", creating a discussion situation is more conducive to giving full play to their initiative in learning.

In the discussion, students broadened their thinking, deepened their understanding of knowledge, and received good results.

5. Create a successful situation to arouse students' sense of achievement.

With the further development of classroom teaching activities, due to the long-term concentration, students' attention began to gradually decline about ten minutes before class, and their interest in learning became significantly weaker. When teaching, attention should be paid to the design of highly targeted, diverse, and moderately difficult exercises, so as to create opportunities for all students to succeed after a lot of hard work, and consolidate students' interest in learning.

Practice has proved that students learn mathematics in rich situations, teaching activities are more in line with cognitive laws, classroom teaching is more relaxed, active and efficient, the new curriculum concept emphasizes that students learn mathematics in a certain situation, it is not that mathematics lessons are out of context, they are far away from children's lives, and they are not mathematics lessons under the new curriculum concept. Some experts suggest that not every lesson must be introduced from the situation, and for some teaching content that is not good to create a situation, you can take a straightforward approach and directly introduce new lessons.

It can be summed up in one sentence the situation creation in mathematics classroom teaching, that is, "in place and not offside, help not add chaos".