Practice And Recognition Of Situational Context Teaching In The New Curriculum Criterion In Senior Mathematics

The thesis is involved in the research on the theory and practice of situational context teaching in the new curriculum criterion in senior mathematics.It has combined the methods of quantitative and qualitative studies.And materials have been colleted to set up cases for the whole research. Five chapters are included in this article. Chapter I puts forward the question and points out the necessity of research through analyzing the real conditions of mathematics teaching and the background of theory;chapter II constructs the theoretical base for the research; chapter III describes and analysis some examples, and clarifies styles, the principles and strategies of situational context teaching in the new curriculum criterion in senior mathematics; chapter VI verifys the teaching results of mathematics teaching situation through the design of experiment and analyzing the change of the quantity , subsequently analysis the experiment data and proves the assumption implementing experiment of the topics;chapter V discloses the misunderstanding occurred in the practical teaching, and suggestions are made for the reflection and the further research on the improvement of situational context teaching in senior mathematics.It draws the following conclusions:(1) Contributing to improving the students' interests in learning maths and changing their attitude toward study;(2)Contributing to raising the students' consciousness as the subject;(3) Contributing to developing the students' awarness of questioning and innovative spirit to learn maths;(4) Contributing to improving the teaching efficiency and quality.