The Problem-situation Creation In High School Mathematics

Nowadays,students' thinking and innovation ability is more and more emphasized in mathematics lessons.Well begin is half done,so the creation of a problem situation is the key to the success of teaching.<Ordinary High School Mathematics Curriculum Standards>pointed out that students should not be confined to receiving,remembering,imitating and solving problems in math class,During the procedure of teaching,students should be guided to explore,practice,cooperate and read.These methods are helpful to stimulate students' interest in mathematics,to enhance students' enthusiasm and initiative to participate in classroom activities.What's more,under the guidance of teachers,the learning process of students becomes the process of self-creation.A good question situation can create a positive atmosphere for the classroom,stimulate students' emotions and interests,which can help students integrate into the classroom better.Only when the students' thirst for knowledge can be stimulated,can the later practice gradually perceive,develop and create.Then we can improve the mathematics quality and the application value of mathematics.First,after the project on the situation of creating problem situations in the teaching of the first-line teachers in the urban area has been established,related investigation and a nalysis has been carried on.Through the comparison of actual classroom teaching case an alysis,and a tentative discussion on how to improve the classroom efficiency by properly using problem situations,the project mainly include teachers' attitudes and usage of crea ting problem situations.The conclusion is that the majority of first-line teachers are appr oving and supportive of the teaching of problem situations,and actively carry out some d iscussion activities related to problem situation teaching.However,there are some proble ms in practical teaching classes.For example,the introduction of problem situations in th e limited classroom time of high school may be an obstacle to the completion of the teach ing progress;Some students only know the surface of the problem situation,but fail to tra nsfer it to relevant mathematics knowledge;And the introduction of the problem situatio n has undoubtedly aggravated the teacher's preparation tasks,resulting in the insufficient time for the teachers' detailed analysis and exploration to create problem situations,maki ng the teaching effect greatly reduced.Secondly,according to the theoretical basis and relevant principle of problem situations,the creation of problem situations in teaching can be expanded from the following aspects:Create the problems of living life,choose the things that the students are most familiar with as materials,so that the students can understand that mathematics comes from life and can be applied to life;Create interesting problems,catch students'attention and stimulate students' interest;Create contradictory problems,so as to conflict with the students' existing cognition,encourage students to ask questions and seek for answers.Set up exploratory questions,guide students to cooperate with each other and explore independently.Create divergent problems and cultivate students' logical thinking ability;Set up the problem chains,and let it be easy at first,then gradually guide the students to uncover the problems and discover the essence;Set up variable problems,so the students can learn to take a change and deepen the understanding of the nature of the problems through a variety of changes;Set up image problems,helping students to understand the mathematics problems in a direct and vivid way.Finally,according to the new curriculum standard,combined with the actual situation of the two classes taught by me,the above teaching strategies are discussed through comparison and analysis through classroom teaching cases.Experimental research shows that the appropriate creation of problem situations can make classroom atmosphere more active and improve students' classroom participation and creativity.But immature problem situation setting and overuse can add to the difficulty of students'problem-solving and affect the teaching effect.Thus the following conclusions can be made which can provide some reference for classroom teaching:carefully select materials for problem situation based on textbooks content;the ultimate goal of creating problem situation is to lead the class to focus on the difficult and important points;adopt the students-centered approach and relevant teaching activities;establish a positive relationship between teachers and students through the creation of problem situation;give appropriate guidance to students and positive encouragement to students' responses.This paper aims to provide a preliminary theory for the problem situation teaching of mathematics in high school and lay the foundation of practice so as to carry out classroom teaching more efficiently.