Evaluation Of Teaching Junior Middle School Mathematics Problem Situation

To understand the mathematical knowledge, junior high school students must relyon some experience and background, the creation of the necessary problem situationscan effectively facilitate the transition of students to form operational stage of thinking.Mathematical problem situation in mathematics teaching is essential and the creation ofproblem situations to evaluate the effect is very important.This paper introduces the significance of the research background, researchquestions, research on mathematics teaching and evaluation of problem situations.Situational math teaching problems were defined on the current research analyzed in thestudy, with constructivist learning and teaching theory, situational cognitive learningtheory, zone of proximal development theory, the theory of multiple intelligence, andeducational evaluation theory as the theoretical basis for this study. In the theory theproblem situation of teaching, teaching objectives and curriculum standards as thecriteria for when the current teaching activities and its effect diagnostic evaluation.This study uses qualitative data and quantitative data combination studyquestionnaire qualitative data mainly refers to the study of the quality characteristics,such as teachers and students of gender, teacher’s title, as well as teachers and students’grades is the study of the number of features described in the questionnaire quantitativedata, such as age, seniority of teachers and students and student achievement, etc.According to mathematical statistics in Mean Testing and Pearson Chi-Square test,when class tests and phased achievement test scores were analyzed.According to the questionnaire analysis and experimental results, the studyconcludes that: the results of the effect of situational teaching and non-teaching methodsgenerated are different. Different situational teaching methods have varies teachingeffectiveness. On the basis of the study, the author designs the evaluation principles andevaluation criteria.Principles of teaching mathematics problem situation requires a fun, life, and thegreatest relevance, authenticity and collaborative evaluation criteria from amathematical problem situation mainly in the context of the source of teaching content teaching problem situation, problems and situations presented in the form of classroomlanguage expression, develop evaluation criteria mathematical problem situationsinherent logic of teaching effectiveness and other aspects of the problem situation.