A Study Of Situational Teaching Strategy In High School Mathematics

Mathematical situation is the essence of situated instruction. Based on mathematical knowledge and logical way of thinking, teacher can make full use of mathematical situation and stimulate students to learn. Therefore, some important factors, such as student's interest, special skill, ambition, should be fully considered in teaching. By creating a vivid and concrete situation, teacher can help the students put theories into practice. Step by step, they will be interested in mathematics and apply what they learned in class in a creative way. With the educational reform of mathematics, situated instruction have drawn many teachers'attention. So this teaching research is very significant.Through a series of academic study, I devote myself into the research of situated instruction. By reading some relevant articles and summarizing my teaching experience, I propose three teaching strategies: 1.utilize situated teaching method;2.use catechetic method;3.encourage thought-provoking . Besides, there are five principles in high school mathematical teaching.In this research, I make a proper teaching plan. On the one hand, according to case study and feedback from the students, I can see that situated teaching strategy is feasible. On the other hand, through carrying out investigation, I can know more about the students'interest and their participation in classroom teaching. From the statistics, the credibility of these two investigations is up to 0.7194 and 0.7240 respectively. Situated teaching strategy is really effective in arousing students'interest and promoting them to participate in classroom teaching. This experiment provides certain theory and practical foundation for further study.In this research, I make some preliminary attempts for high school mathematics situated teaching and propose a new teaching approach. Without doubt, not only does it provide some useful suggestions but also accumulate certain experience in mathematics teaching.