A Study On The Characteristics Of Junior Middle School Mathematics Classroom Teaching

In recent years, let mathematics from the conceptual world to the real world has become an international trend. Recently, the understanding of mathematics situational teaching has drives its emphasis from "life" to recognize that the mathematics teaching should not only stay on the students’ daily life, more can’t replace the "mathematical flavor" by "life". This partly reflects, mathematics educators have noticed problems appear from mathematics situational teaching, and began to explore the way to prevent the "pendulum phenomenon" in teaching. However, education theory should be applied, practiced and tested in classroom eventually. This study seeks to understand the features of junior high school mathematics classroom with the situational teaching. The overall purpose is to discover the real conditions and areas which need for improvement, and hope to provide some helps for the effective communication of the theory of mathematics situational teaching and the practice in the school.This research have used video study method, selected 7 classroom videos in the chapter of "system of linear equations with two unknowns" as the research sample, and investigated the features of mathematics classroom situational teaching in junior high school from two dimensions which are the characteristics of the situational task and the behavior of teachers and students in the junior high school classroom. For the characteristics of the situational task, we coded from three perspectives:the source of the classroom situational task, the "real life" background of the classroom situational task, and the purpose of the classroom situational task’s setting.This paper is divided into five chapters. The first chapter is the introduction part, put forward about the background, purpose and significance of research based on the development trend of the view of mathematics and the view of mathematics teaching from the new curriculum reform, and in the light of the present research status on mathematics situational teaching in our country.In the second chapter, the core concepts of this study is analyzed, the present research status on mathematics situational teaching at home and abroad are reviewed, and finally the theoretical basis of this study are introduced:constructivism theory, situated cognition and learning theory and Freudenthal’s thought of mathematics education.In the third chapter, the main research method-video study of this research is described, and the specific operation of this research process is described in detail from four aspects:the source of the situational task in junior high school’s mathematics classroom, the "real life" background of the situational tasks, the purpose of the situational task which set in the classroom, and the behavior of teachers and students in the process of the situational task’s solution.In the fourth chapter, we have obtained the research results of this paper by the observation and coding of classroom video at first, then concluded the characteristics of situational teaching in junior high school mathematics classroom which are presented in this study:(1) The source of the situational task are diverse, teachers can set up situational tasks flexibly according to the teaching needs without departing from the textbook. (2) The situational task which associated with student real life are mainly in the application-oriented classroom, "pure mathematics" task are mainly in the method-based classroom. (3) The purpose of the situational task which set in the classroom is most to stimulate the study interest, foreshadow and consolidate for the knowledge. However, can cause the student cognitive conflict and optimization the knowledge structures of students are still lack in the classroom. (4) The students’ participate in classroom is more than the amount of teachers. However to some extent, students are learning under the guidance of teachers, and classroom is largely dominated by teachers. (5) There are a lot of situational tasks belong to "solve real life problems" in the classroom, but there has a suspicion that situations and mathematics are separated in the handing of the situational task.In the fifth chapter, some suggestions are proposed to improve mathematics situational teaching in junior high school from five aspects, which are based on the above results.In the last part, the inadequate are described in briefly, and some further research perspectives about this study are proposed.