Research On Problems In Situation Creating Of Mathematics Teaching In Junior High School

The Standard of Mathematics Curriculum for full-time Compulsory Education (Trial Draft) (hereafter as "Standard") has promoted the classroom teaching model of "problem situation—building model—problem solving—interpretations and applications", from which it can be found that our mathematics curriculum reform has raised the situation creating to a new height. The situation creating becomes the key of the teaching model in mathematics teaching in junior high school. But many problems which should not be ignored appear as a result of the situation created by teachers. Therefore, a further study and attribution analysis on the problems of situation creating is necessary and significant not only for implementing the classroom teaching model which is advocated by "standard" effectively, but also for improving the quality of mathematics classroom teaching in junior high school.By snowball sampling, one hundred and thirty-two teachers are selected from nine different natures of junior high schools in Shanxi Province. This thesis studies the problems and corresponding reasons in situation creating of mathematics teaching in junior high school through some research methods such as questionnaire survey, classroom observation, interview and so on. The conclusions show as follows.The problems in situation creating of mathematics teaching in junior high school are: (1) Most teachers do not pay attention to the whole course of situation material, thus causing that the situations consist mainly of small and broken ones, while that throughout the entire class are few. (2) Situations created by some teachers deviate from the teaching objectives, which mainly lie in four aspects. First, situations are so adapted that playing down the nature of mathematics. Second, teachers, especially, rural teachers do not consider students' actual life background when they create situation. Third, it is difficult to hold the difficulty level of the situation accurately for teachers. Fourth, there have the hierarchy and expansibility between the situations. (3) Situations created by most teachers lack diversification. That is, the situations design about the same learning content are stereotyped nearly. (4) In classroom teaching, most teachers lack teaching skills for refining mathematics knowledge from the situation. Teachers only focus on the flesh and blood, while neglect the skeleton. (5) Teachers' teaching guidance has not grasped the relation between "the criterion" and "the direction", which is unable to guide students to ponder correctly in the situation.For all the above problems, the author has summarized reasons as follows on the basis of questionnaire survey, interview and classroom observation: (1) Because of the misleading of some public lectures evaluation, teachers' understanding about the teaching model of situation creating exists deviation. No matter whether it is necessary for teaching content, they create situations blindly. (2) The ability of teachers is still quite weak. (3) Teaching skills of situation creating have not received training effectively. (4) The curriculum resources about situation creating are deficient.So the author puts forward the following proposals: First, "The Standard" should propose some key standard of evaluating situation explicitly. Second, the teaching reference books should strengthen analysis of relevant situations. Third, we should increase the intensity of training teachers and enrich the training content.