The Situational-studying Views On The Primary And Middle-school Students' The Mathematical Situations And Posing Problems Teaching

Situational study has been the focus of the study theories in the west countries since the 1990s. It is also another important research orientation following the study theories of behaviorism and cognition in the educational psychology domain. The research of "situation—problem" teaching method in middle and primary schools in china centres on classroom teaching models as an frontal explorative, and practical study along with main trend of education reform home and abroad. This paper, through a comparative study on the "situation—problem" study theory applied to teaching experiments in the middle and primary schools, puts forward views of "situation—problem" teaching.The paper divides into seven chapters: Chapter one explains the meaning, method and problem of a subject research. Chapter two recommends the cause, meaning and basic concept of the situational studying theory; Chapter three recommends the model of "Anchored Instruction" teaching and the system of "situation—problem" mathematics teaching, and points out these having the same effect in the classroom teaching. Chapter four maintains the combination of the ways of "independent study" and "operative study" according to the "situation-problem" teaching. Chapter five, through a case study, indicates how the "situation—problem" teaching method works. Chapter six examines the relative research on the abilities of Guizhou primary students to refer and solve problems from the view of "situation—problem" teaching. Chapter seven proposes some prospects for the furthering the development of "situation - problem" teaching practice by enlarging and deepening the research of the experiments, and strengthening the teachers' training in this aspect.