On The Methods And Practice Of Creating Teaching Situations In Maths Teaching

As a heated issue in current basic education reform, situational teaching advocates to teach in real or artificial situation on the basis of students' affection. Situational teaching does not only accelerate cognitive process and promote knowledge construction, but also bring benefits to students' interest, emotion, sense of value as well as the spirit of willing to experience. Based on which, it is safe to say the rise of situational teaching accords with international humanism and constructive learning theory. In mathematic teaching, there have been abundant researches and empirical studies home and abroad, which gradually form various models. In present thesis, how to create effective teaching situation is treated as the key factor in mathematic teaching so that students' mathematic proficiency can be fully promoted. When a mathematic teacher is designing the most appropriate teaching situation, the characteristics of math, together with learners' physical and mental levels should be taken into consideration. Furthermore, he following principles should also be treated carefully: affection, flexibility, questionability, adequacy and participation etc. Exactly speaking, based on concrete teaching material, the methods of creating teaching situations can be listed as follows: exacting life experience according to students' lives, fostering the awareness of questioning by designing suspense and doubts, experiencing mathematicalized process through revealing background information of knowledge, organizing mathematical activities and offering chances of operation, promoting the interactivity between teachers and students and emphasizing cooperation, telling mathematical stories and introducing historical events, taking advantage of multimedia etc. Merely employing a single teaching method or creating only one teaching situation is not efficient to fulfill teaching objectives. In daily teaching practice, we mathematic teachers should deeply understand the concept of new curriculum as well the principles and methods of situational teaching, creating effective situations in various and flexible means. Both mathematic classroom and students' cognitive proficiency can be optimized by combining different teaching methods and situations optimally, followed by the improvement of students' overall proficiency.