The Study Of Mathematics Situation Teaching In The Rural Junior Middle School

With the advancement of new curriculum reform and quality education,“care for each student,do everything for the whole students' development,”which has been deeply rooted in the hearts of everyone.The idea has carried out and implement unceasingly in the classroom.In the meanwhile,the requirement is becoming the ordinary state of mathematic teaching step by step.In the compulsory education mathematics curriculum standard(2011),which has put forward explicitly:“mathematics teaching should be based on the teaching content,let students obtain the indirect experience,and make they have the opportunity to gain direct experience.In other words,from students' actual lives,establish a learning situation to help students study independently.So situational teaching in mathematics teaching is important very much.How to apply the situational teaching in mathematics teaching at countryside secondary school? The issue will be worthy of our attention.The thesis is based on the situation teaching theories.According to the investigation,which is to make a comparison that the usage of situation teaching among 76 mathematic teachers between the 5 rural junior middle schools and the 3 urban middle schools in GuangFeng area.Through the questionnaire,interview,case analysis and other research methods.At the same time,with the application of IBM SPSS Statistics 22 and the Excel software.The author makes a quantitative and qualitative analysis about the differences between the rural junior middle schools and the urban schools.According to the results that the comparison between rural junior middle schools and the urban schools,there is no doubt that we can draw the following conclusions:(1)Compare with the urban teachers,the rural junior middle teachers have some deviation for the essence of creating situation.(2)The aims of rural junior middle school teachers establish situation is for solving the problems far lower than the proportion of the urban area,this shows that the rural teachers' attention to problem solving is not enough.(3)When creates the situation,the rural teachers focus less on learning objectives,learning content,and students' psychological needs.(4)The situational teaching are mainly from the textbooks and teaching reference books by rural junior middle school teachers,which is single.(5)From the presentation of situational establishment,the oral presentation is widely used by the rural junior middle school teachers,which is nearly 80% used in their daily teaching.Why are there any problems in mathematic situational teaching at rural junior middle school? The first one is that the rural schools in junior middle school mathematics teachers strength is relatively weak.The second one is that there is lack in the theoretical training for rural junior middle school teachers.The third one is that the establish situation skills of rural junior middle school teachers should be improved.The fourth one is that the materials should be enrichment rather than deficiency.The fifth one is that the rural schools multimedia facilities are relatively weak,and weak rural teachers use multimedia capabilities.From what has been mentioned above,author provides several suggestions refer to results of the research and analysis.And looking forward to the conclusion will be enrich the mathematic situational teaching.