The Research On Mathmatical Situation Setting Teaching Of Township Junior Middle School Based On Problem Posing

The situation setting teaching based on mathimatical problem posing means that the teachers set appropriate situations to teach mathmatics by asking questions,which is an important classroom teaching model.With the strengthening of curriculum standards on students' ability and requirements to find and put forward problems,cultivating and developing township students' problem-raising literacy puts forward needs for schools and teachers at all levels.The situational teaching of mathematics problem-raising in Township junior middle schools has attracted more and more attention.In this thesis,the situation setting teaching based on mathimatical problem posing is investigated by questionnaires and interviews in three township junior high schools in Lu County,and the corresponding teaching strategies are proposed.Firstly,a questionnaire is designed by combining the constructivist learning theory,Bruner's cognitive discovery theory and Ausubel's meaningful learning theory with the current achievements in the research.The questionnaire is divided into two types: one for teachers and the other for students.The former involves four aspects including the basic information of teachers,the ways and means for problem posing,the methods and strategies for setting the situation,and the views on situation setting teaching via problem posing.While the questionnaire for students covers the following six dimensions: the understanding of core quality,the ability of township teachers in problem posing,the state and ability of township students in problem posing,the utilization rate of situation setting teaching via problem posing,the favourite way of problem posing for students and the effect of situation setting teaching via problem posing for students.After the questionnaire,in order to know about the situation setting teaching based on mathimatical problem posing comprehensively,an interview with some teachers is designed.It follows from the questionnaire and interview that the main factors which affect the situation setting teaching based on mathimatical problem posing are the unstable faculty in township junior high schools,the lack of professionalism for the teachers in problem posing and the introversion,the neglection for the students' ability in problem posing,environmental influence on student problem posing and the lack of opportunities and self-confidence of students for problem posing.For the above problems,five teaching countermeasures are proposed,i.e.,combining the local resources,taking advantage of hometown history and township stories,building the school-based courses,improving the teachers' professional competence and enhancing the students' confidence.And five strategies are presented to develop students' ability in situation setting for problem posing,including enriching the students' emotional experience in problem posing,setting up the situations that accommodate the cognitive level and receptiveness of students,setting the time and environment for students to understand the situation and problem posing,setting the diverse situations and setting the novel and educational situations.Finally,a teaching case is introduced to demonstrate the situation setting teaching based on mathimatical problem posing.It is found that setting situation according to local resources in problem posing teaching can stimulate students' learning enthusiasm and improve their ability to find and solve problems.