Comparison Of Present Situation Of Mathematical Situational Teaching In Urban And Rural Junior Middle Schools And Countermeasures

In recent years,basic education reform has been in full swing.Situational teaching is one of the effective teaching methods,which has been favored by urban and rural junior middle school mathematics teachers.However,the development of the urban-rural dual structure has caused a big gap between urban and rural educational resources and teaching conditions.To a large extent,it also affected the development of rural junior middle school mathematics situational teaching.In order to improve the current situation of rural junior middle school mathematics situation teaching,based on the theory of situational teaching,this article investigates and clarifies the differences between urban and rural junior middle school situational teaching,and attempts to explore strategies for optimizing rural junior middle school mathematics situational teaching,thereby narrowing the gap between urban and rural mathematics education,promote the integrated development of urban and rural junior middle school mathematics situation teaching.This article mainly includes the following:(1)Chapter 1 to Chapter 2:First,it is the research background of mathematicssituational teaching,as well as the reasons and research significance of the current situation of the research on mathematics situational teaching in urban and rural junior middle school;Second,research status at home and abroad;Finally,the concepts related to mathematics situation teaching are clarified to provide relevant theoretical basis for this research.(2)Chapter 3 to Chapter 5:First,the research ideas and research methods of this article are expounded.Questionnaire surveys(including teacher questionnaires and student questionnaires)and interview outlines for junior middle school mathematics situation teaching are designed and compiled according to the research objectives;Second,sort out the questionnaire survey results and interview records,and present the analysis results in the form of tables and statistical graphs;Finally,analyze and discuss the research results of the teacher and student questionnaires in various dimensions,and reflect on the urban and rural mathematics situation teaching from three aspects.(3)Chapter 6 to Chapter 7:First,based on the survey results and attribution reflection,summarized the research conclusions of this article;Second,put forward targeted strategies to improve the teaching effect of mathematics situation in rural junior high schools and promote the balanced development of urban and rural mathematics education;Finally,it is the review and prospect of this research.Through a comparative analysis of the current situation of mathematics situation teaching in urban and rural junior high schools,this article mainly draws the following conclusions:(1)The rural junior middle school teaching concept is backward,and the teaching management is not standardized,and its mathematical situation teaching activities are formalized;(2)The overall rural junior high school teachers have a low education The teaching theory and information literacy are not rich enough,and there is a simplification of the mathematical situation teaching mode;(3)The rural teachers and students are not clear enough about their role positioning,and they do not have enough understanding of the value of situation teaching.The process of creating rural junior middle school mathematics situation is simplified.According to the research conclusions,put forward relevant suggestions:(1)Increase rural junior high school education input and technical support;(2)Enhance the communication between urban and rural junior middle school teachers and students;(3)Improve rural junior high school mathematics teachers and high-quality students;(4)Establish the shared library of high-quality mathematics situation resources in junior middle school;(5)Build a team of informatized mathematics teachers in rural junior middle school.