High School Mathematics Situational Teaching Study

With the quality of education and curriculum reform step by step, teaching methods, also a corresponding change, situational teaching have emerged, and more and more concerned about education researchers, in the classroom teaching, should be timely and reasonable manner the creation of context, can guide Student teachers in the context of the creation of the ongoing exploration activities to enable students to participate in the self-psychological experience, stimulate students to participate in the learning process, and always, threw himself into learning, the knowledge in the context of the role of being better students, which, so as to ensure the effectiveness of teaching and learning activities and predictability.This study was to document the collection and analysis, understanding of the context of teaching theory and mathematics from the situational teaching theory, pointed out that high school mathematics teaching and research context of the feasibility and necessity, as with the basis of this study, a secondary D a high-class teachers to study the mathematical objects, through an example, the classification of the situational teaching high school mathematics to describe and analyse the status quo, pointing out that in the context of teaching the creation of the problems that exist in the process, with a view to adopting evidence to the situational teaching high school mathematics the implementation of some proposals, and enrich and improve high school mathematics teaching theories provide a basis.