Research On The Effectiveness Of The Creation Of Classroom Situation Of The Junior Middle School Mathematics

Mathematical thinking and problem solving are two curriculum objectives in "2011 Edition of Compulsory Education Curriculum Standard of Middle School Mathematics". On how to cultivate the mathematical thinking ability and problem solving ability of students, the "standard" in the article one made it clear that "setting the reasonable problem situations to provide environment in order training the mathematical thinking ability and problem solving ability of students". The cognitive system of ’junior middle school students’ formed basically, the self-consciousness of cognitive activity is significantly enhanced. They have a certain ability of mathematical exploration activity, but still rely on some experience for in-depth understanding of mathematical knowledge. Question situation teaching in line with students’ cognitive characteristics of this stage, and that provides background for helping students understand mathematical knowledge, but also let students participate in the discovery process and the formation process of knowledge. Mathematical problem situation creation in mathematics teaching is very important, and whether the creation of different problem situations in the same teaching content will have different teaching effect, and how about the reflection of teaching effect by the creation of problem situation, so research on the effectiveness of different creating problem situations is essential.This paper introduces the background, purpose, main contents and research methods. Then, we define the concept of mathematical situations, situational teaching method and effective teaching. We also analyze the current situation of the research at home and abroad. This article is on the basic of Freudenthal’s Mathematics Education Theory, Mathematics Education Theory of Constructivism, Situated Cognition and Learning Theory and Theory of the Nearest Developing Areas. According to the nature of the situation, the situations can be divided into the real class situation, simulation class situation and resource class situation. This paper is mainly to study the teaching effect of the last two situations. Two questionnaires were designed for teachers and students, and the data were analyzed by using Excel table; The junior middle school mathematics is divided into three modules:number and algebra, graph and geometry, statistics and probability, then we design different types of situations in each module, and using SPSS 17.0 to do independent sample t test for observation scale and after-class test scores, then analyzing the effectiveness of different situations.After the analysis of the data by questionnaire, classroom observation scale scores and after-class test result that we can conclude:the interests level about situations of students is closely related to the effect of teaching, the validity of the students’ interest in the situation is higher than that of the non interest situation; the creation of different situations will produce different teaching effectiveness. We can get that the principle of the creation of different types of situations from the teaching reflection of the case in the article, and we hope that the research of this paper can help teachers to learn more about the creating principles of different types of situations.