A Case Study Of Mathematics Contextual Teaching In Senior High School Based On Cultivating Mathematical Modeling Literacy

Contextual teaching is a teaching method in which teachers construct a series of teaching scenes with students as the main characters in order to achieve certain teaching objectives,and gradually guide students to integrate themselves into relevant situations by putting forward questions or giving learning tasks that fit students’ cognition and stimulating students’ interest in learning.Currectly,in the new reform of curriculum,the cultivation of ability of mathematical modeling is closely related to the situation,and the contextual teaching is an important way to reach the cultivation of quality of mathematical modeling.Firstly,this study through the method of questionnaire survey and interview to understand the current status of mathematics contextual teaching in senior high school,to analyze the existing problems of teachers in the contextual teaching,and to support the research through contextual cognition theory,constructivism theory and Freudenthal teaching theory.Secondly,some typical teaching cases are collected through observation in classroom,and the cases are analyzed from eight perspectives under three dimensions: early stage,middle stage and late stage of contextual operation,so as to get some inspirations.Based on case analysis and implementation,some design strategies of situational teaching are proposed.Finally,the proposed strategies are examined and improved after some cases were implemented in classroom.The main conclusions of the study are as follows:（1）Students have a positive attitude towards mathematics contextual teaching,and generally believe that contextual teaching is of great significance to the improvement of their own mathematical modeling,but there are still many problems in actual contextual teaching.（2）Contextual teaching is an important pattern to improve the students’ ability of mathematical modeling.（3）The strategies of teaching of contextual high school mathematics can be summarized into six aspects: Expand teaching material context and expend modeling activities;Select typical materials to fully perceive the situation;Design a variety of activities to stimulate students’ thinking;Construct a comprehensive context and integrate relevant knowledge;Diversified teaching methods,focusing on student experience;Design gradient problems and focus on stratified teaching.（4）The design structure and the design strategy of teaching case of high school mathematics.The design structure of high school mathematics contextual teaching case includes 12parts: teaching content,curriculum standard interpretation,textbook analysis,learning situation analysis,teaching objectives and testing,mathematical modeling objectives,teaching difficulties and key points,teaching methods,situation description,teaching process,blackboard writing design,teaching effect and reflection on the training strategy of mathematical modeling;The strategy of contextual teaching design is refined into the following five aspects: highlighting the purpose of contextual creation,highlighting the leadership of the core situation,highlighting the problem of contextual teaching,highlighting the rationality of the design of learning methods in contextual teaching,highlighting the innovation of contextual teaching.The follow-up study will expand the sample range and take samples from different regions and schools to increase the objectivity of the current situation investigation.In addition,we will develop and design quantitative research tools to evaluate the situation effect,and evaluate the contextual teaching fairly and objectively.