The Practice And Research Of The Situational Teaching Of Mathematics In High School

There is no doubt that education has been fixing more and more attention to the "human's value", since we carried out "education for all-around development". And the major objective of education is the development of students. The new syllabus criterion emphasizes more on the dominant position of students. It develops the students' sense of participation and affective experience; prompts their abilities to research, to discover and to create. Therefore the new syllabus embodies the student-oriented philosophy Against this background, situational teaching approach therefore has been adopted as a most effective teaching mode which is fit for the reform of syllabus in China.In the paper, the author uses the method of theory studying and practice researching in order to reveal the basic theory of situational teaching. The author studies literatures about situational teaching which are related to Modern teaching, Education psychology and Design philosophy of teaching. There are not so much time and anything else that the author just puts several examples in practice by classroom situational teaching. The paper can be divided into four chapters as follows:Chapter 1 is mainly about presentation of the Questions. Firstly, situational teaching approach in mathematical classes is introduced because of senior middle school students' outlooks of mathematics. Then the author interprets the implication of maths situational teaching, which refers to a method through which teachers create certain context according to teaching purpose and the reality of students. In order to meet the needs of maths teaching, teacher use this method to activate students'positive thinking, to lead them to study by themselves, thus obtain the best teaching results.Chapter 2 is mainly about the study of theory. Firstly according to Marxs ' philosophies and the theory of cognition and constructivism and meaningful learing, the frame of situational teaching is formed. Sencodly the paper analyzes the importance and practicality of the application of the situational teaching approaches in senior maths classes. Finally it provides six principles when situations are being created on the basis of characteristics of maths and the study rules of students.Chapter 3 is about practice and research. Combining the own teaching experience, the author tries to create teaching situations in the following five aspects: Firing the students ' interest to evoke their initiative; Instructing the observation to strengthen their understanding; Cultivating the emotion to infiltrate instructive contents in the teaching process; involving students in activities to offer them opportunities to practise and focusing on developing the capability of reasoning to enable them to create.