The Research And Practice On The Strategies Of Creating Mathematics Situations In Senior High Schools

With the continuously deepening of the new curriculum reform, situational teaching is gaining wider and wider attentions of the educational researchers. The creation of the teaching situations complies with the demand of the New Curriculum Standard and as well reflects the basic concepts of the new curriculum reform. A great number of the teachers in the front has realized the essentiality of creating the teaching situations and thus began to explore it. However, most of teachers'cognition of the function of the situational teaching should be improved and they arc not easy to create the teaching situations corresponding with the mathematics teaching subjects and contents. How to create a effective and appropriate teaching situation is the key to success or failure in situational teaching. Therefore, the research on teaching strategies of effectively creating mathematics situation in senior middle schools is of great practical significance, which is worth doing research.The thesis firstly elaborates the necessity of creating mathematics teaching situations in the eyes of the new curriculum reform according to the current situation of implementing creation of mathematics teaching situations in senior middle schools. And then it is developed in two aspects of theoretical research and empirical experiments. I promote the reliability and the validity by utilizing comprehensively the verifications of triangle. On theories, the thesis explores and discusses the theoretical significance of creation of mathematics classroom teaching situations in senior middle schools based on Situation- cognitive and Learning Theory, The Learning Theory of Social Constructivism, Multiple Intelligences Theory, Meta-cognition Theory, Recreation Teaching Theory, Subjective participation Theory, the Theory of the Zone of Proximal Development, Affective Teaching Theory and Situational Theory of Learning Transfer. Combining the research and the analysis of the theories, the teaching practical experience summary and the methods of the case analysis, I explore the effective creation of mathematics teaching situations, putting forwards the principles, ten teaching strategies of creating mathematics situations in senior middle schools and the conditions of optimizing the creation of mathematics teaching situations. On empirical experiments, I verify the value and significance of implementing teaching strategies of creating situations in senior middle schools by instructional experiments, the case analysis, questionnaire and interview. The results show that compared with the routine teaching designs, the teaching strategies of situational creation can affectively arouse students learning interests, increase the extensiveness and intensiveness of the students' participant, optimize the relationship between students and teachers and increase the students' math academic achievements, hence achieving the aims of effectiveness of teaching. In the last chapter I summarize the existing problems in creating mathematics situations in senior middle schools at the current stage, and then put forward some instructional enlightenments of creating mathematics situations that the research brings to me and the teachers in the front and some suggestions of promoting and applying mathematics situational teaching in senior middle schools.