1. Life. The essence of emphasizing the life of situation creation is to solve the relationship between the life world and the scientific world, and the new curriculum calls for the scientific world to return to the life world. Therefore, to create a teaching situation, we should first pay attention to connecting with students' real life, and discover and tap the resources of learning situations in students' vivid daily life environment. The problems should be some problems that students often encounter in their daily life. Only in the daily learning situation can students truly understand the value of knowledge. Second, we should tap and make use of students' experience. Mr. Tao Xingzhi once had an incisive metaphor: "Accepting knowledge is like grafting." He said: "We should take our own experience as the root and the knowledge generated from this experience as the branch, and then other people's knowledge can be connected and other people's knowledge can become an organic part of our knowledge." Any effective teaching begins with fully excavating and utilizing students' existing experience. Students' experience includes cognitive experience and life experience. Ausubel, a famous American educational psychologist, has a classic exposition: "If I want to reduce all educational psychology to only one principle, then I will put it in a nutshell: the only most important factor affecting learning is what students already know, so we should find out this and teach accordingly." It can be said that this passage talks about a teaching idea that "students' original knowledge and experience are the starting point of teaching activities".
2. Visualization. The essence of emphasizing the visualization of situation creation is to solve the relationship between image thinking and abstract thinking, perceptual knowledge and rational knowledge. Therefore, the teaching situation we create should first be perceptual, visible and tangible, which can effectively enrich students' perceptual knowledge and promote the transformation and promotion from perceptual knowledge to rational knowledge; Secondly, it should be vivid and concrete, which can effectively stimulate and stimulate students' imagination and association, so that students can go beyond the narrow scope of personal experience and time and space restrictions, which can not only enable students to acquire more knowledge and master more things, but also promote the interactive development of students' thinking in images and abstract thinking.
3. disciplinary action. The creation of situation should reflect the characteristics of the subject, closely follow the teaching content and highlight the learning focus. Of course, the teaching situation should be something or a scene that can reflect the discovery process, application conditions and the significance and value of subject knowledge in life. Only in this situation can we effectively clarify the value of subject knowledge in real life, help students accurately understand the connotation of subject knowledge, and stimulate students' motivation and enthusiasm for learning. Discipline is the essential attribute of teaching situation. For example, when teaching "average score", we can create a realistic situation of "spring outing" so that students can prepare and distribute all kinds of food and fruit, but the teaching focus should fall on "what is the total", "how to divide", "how many points are divided", "is there any surplus" and "what are the similarities between different foods?" Instead of spending a lot of time discussing "what food and fruit should be prepared for a spring outing" and "what should be paid attention to for a spring outing" and other life problems that have nothing to do with mathematics content (Ding: "Let the situation have the backbone of mathematics", People's Education 2006/8). Emphasizing the discipline means excavating the charm of the discipline itself, and using the content and characteristics of the discipline itself to create situations, such as using the rigor and abstraction of mathematics to create mathematics teaching situations, and using the humanity and speech of Chinese to create Chinese teaching situations.
4. There is a problem. Valuable teaching situations must be problematic situations, which can effectively arouse students' thinking. Problems in situations should be purposeful, adaptable and novel. Purpose refers to asking questions according to certain teaching objectives, which is the direction and basis of the problem and the value of the problem; Adaptability means that the difficulty of the problem should be suitable for the actual level of the whole class to ensure that most students are in a state of thinking in class; New heterosexuality means that the design and expression of the question are novel, peculiar and vivid, which makes the question have the power to really attract students. Such problems will become the object of perceptual thinking, thus forming an unsolved but necessary knowledge state in students' minds, which actually makes students have a sense of problems.
5. Emotional. Emotion means that the teaching situation can stimulate students' emotions. Stuart put it well: "We believe that the art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging. Without excitement, how can people be excited, how can they wake up sleeping people without initiative, and how can they inspire people without youthful spirit? " Zankov also stressed: "Once the teaching method can touch students' emotional and will fields and touch students' spiritual needs, this teaching method can play an efficient role." Once, when a Chinese teacher was teaching Fanka, he said that Fanka had entered a happy dream with hope after sending a letter for help to his grandfather. However, the naive child didn't know that his grandfather couldn't get the letter because he didn't even write down the address. Even if there is, the poor night watchman can't let Fanka jump out of the fire. For this nine-year-old child, his happiness is only in a dream! At this point, the teacher could no longer control himself, tears welled up in his eyes, and he couldn't even go on. The whole class sat in silence for a long time, even the students who couldn't control themselves at ordinary times were "controlled" by silent language in this unintentional situation. When the teacher does as the Romans do, it brings excitement to the students, and plays a role in seeing what the author sees, thinking what the author thinks, and speaking with the author's emotions.