The Creation Of The Issue Of High School Mathematics Teaching An Empirical Study Of Context

In traditional mathematics teaching, teachers one-sided emphasis on formal mathematical derivation of the logic of mathematical discovery process visual display and mathematical background of less concern, the students generally agreed that mathematics is boring so-called formula, theorem, and the accumulation of exercise. . A new round of curriculum standards currently being actively and steadily implemented, New Curriculum advocates "teachers should pay attention to the creation of situations, starting from concrete examples to show the occurrence of mathematical knowledge, the development process so that students can identify problems, ask questions, through mathematical discovery and the creative process. "Therefore, the teachers on how to create situations, what kind of situation can be created to adapt to the new curriculum reform of the requirements of the quality of mathematics teachers is that we teachers should be an important topic in-depth study.In this paper, the question of the creation of situational teaching mathematics, as well as teaching high school math problem of the creation of the significance of context to do a more comprehensive and systematic empirical research to classroom teaching high school math problem of the creation of ways and means of contexts, and made every aspect of detailed explanation, so that the issue of situational teaching model created with a good operability.On this basis, In this paper, the issue of context for the creation of teaching mathematics in high school, the issues involved, given the large number of cases, and through survey research methods, such as the process of experimental data collected by qualitative and quantitative analysis of the experimental phase has been conclusions. For further situational teaching high school mathematics to provide a preliminary basis for the theory and practice.