Research On Situation Teaching Strategies Of High School Mathematics

With the continuous progress of the new curriculum reform,the new curriculum concept is gradually updating the teaching concept of teachers.High school mathematics teachers should adapt to the innovation requirements of the new situation,improve their own mathematical literacy,take the students as the teaching object,impart knowledge as the purpose,and create the problem situation.Feel the process of mathematical knowledge and improve the ability to solve practical problems with mathematical ideas.As a math teacher,we must "have people in the eyes,have feelings in the heart,have a situation in the course".Therefore,in the classroom teaching,because of the abstractness of high school mathematics knowledge,we should create a vivid learning environment,in order to fully tap the students' exploration and innovation potential,so that students can really enter the effective teaching activities of teachers.Based on this,this paper proposes a clearer research question.On the basis of reviewing relevant domestic and foreign literatures,this paper summarizes the current research on the situational teaching at home and abroad,and lays the foundation for the study of the thesis.The connotation and characteristics of situational teaching and the type of mathematics situational teaching were analyzed.A total of 40 mathematics teachers from three high schools in Qingyang were selected as the research subjects,and the requirements of the new curriculum,educational psychology,situational cognitive theory,and construction were selected.Theory of learning,Freidenthal's "re-creation" theory and subject participation theory are theoretical foundations.Literature research methods,questionnaire survey methods and case analysis methods are used to analyze and explore the current situation of high school mathematics teachers in the context.The teaching mode of teaching and the status quo of situational teaching are based on the current situation research,combined with investigations and analysis,summarizes the problems existing in high school mathematics situation teaching:(1)the teacher's course schedule can not keep up;(2)is not fully utilized(3)There is a deviation in the understanding of the source of the teaching situation;(4)The source of the situation deviates from reality.Based on the research and analysis,aiming at the problems existing in high school mathematics situation teaching,the author summarized the construction ideas of high school mathematics situation teaching from the aspects of situational situation teaching,problem situation teaching,life-oriented situation teaching and motivational situation teaching.The mathematical situation teaching cases were analyzed and the strategy of high school mathematics situation teaching was put forward.