Research On The Effectiveness Of Junior Middle School Mathematics Situational Teaching Under The Constructivist Viewpoint

From the perspective of constructivism,the teacher should be students' promoters,guides and collaborators in the process of teaching.It has emphasized that the teaching process should be based on students' experiences level.To achieve the goal,we should create the situation in the teaching.It is of great significance to arouse the students' interest in learning,but also to stimulate the initiative of the students.This article is based on the theory of constructivism and situational teaching,Analysis of the current situation of the domestic and foreign situation of junior high school mathematics teaching in the teaching.The author points out several mistaken ideas in creating situations: the creation of situation has nothing to do with teaching content,diluting the essence of mathematics,disposing masters and reducing teaching efficiency,excessive situations,unclear goals,and lack of focus.Sum up the principles of creating effective mathematical situations should be followed.It provides six criteria for the mathematical situation of judging validity: the mathematical situation should be enlightening,scientific,applied and operable,and the mathematical situation should conform to the students' current cognitive level,and the mathematical situation should be guided by the target.The paper also studies the effectiveness of mathematics situational teaching in junior middle School through experimental Survey and questionnaire.The purpose of the experimental study is to show that the effective situation cannot be ignored mathematics teaching through the students' achievements.and to reflect the attitude and interest of the students in their logarithmic learning through the data.It proves that effective situational teaching is beneficial to students' mathematics learning.Finally,Spss22.0 software and Excel2007 software are used to analyze the data.It has verified the principles that should be followed in setting up situations in junior high school mathematics teaching and judging the standard of effective mathematics situations.