Exploration On The Application Of "Situation-problem" Teaching Mode In Junior Middle School Mathematics Classroom

The purpose of this thesis is to explore a new mathematics teaching mode.Based on the requirements of the new curriculum standards for junior high school mathematics teaching content,and closely combining with the students' cognitive development rules and learning characteristics,it is proposed to study the related problems of junior high school mathematics teaching practice under the "situation-problem" teaching mode,so as to achieve the purpose of improving junior high school mathematics teaching quality through practice and provide new ideas for junior high school mathematics teaching.This thesis combines the teaching mode of "situation-problem" with the teaching content of junior high school mathematics,and studies how to apply the teaching mode of "situationproblem" in junior high school mathematics classroom from the perspectives of theoretical research and practical teaching.Focusing on this topic,the author first sorts out the existing research results,and consults the references of the relevant "situation-problem" teaching model,and analyzes its meaning,characteristics,theoretical basis,research status and implementation standards.The test results show that under the teaching mode of "situation-problem",in the creation of the situation,the junior high school mathematics classroom can associate mathematical knowledge with actual life,thereby triggering students' desire to explore problems and discover problems,which can better mobilize students' enthusiasm for learning and contribute to the development of mathematical thinking and ability.Moreover,in the process of group cooperation,students can also give full play to their subjective initiative,and fully understand their shortcomings in the process of communication,so as to achieve a good effect of deepening their understanding of mathematical knowledge.