The Exploration Of "Situational Problem-Based" Teaching In High School Mathematics Based On New Curriculum Standard

In 2017,the "Curriculum Standards of General High School Mathematics" was officially promulgated,which put forward the idea that the core literacy of mathematics should be regarded as education goal of mathematics.In order to promote the development of core literacy in the new era,the test question situation has become an important carrier for the mathematical investigation of college entrance examination,with the target to cultivate innovative and applied talents.Therefore,the test questions for college entrance examination are becoming more and more novel,flexible and extensive,and the requirements for students’ comprehensive ability are also higher.In consideration of the subject characteristics of mathematics and the latest requirements of reform for college entrance examination,it is not enough just to teach knowledge and skills in the classroom.It is of great significance to carry out mathematics teaching in context,promote classroom teaching with problems,and take situational problems as the carrier for the cultivation of core literacy in mathematics.Based on the new teaching concept,the core of this study focuses on following topics,which includes whether teachers have a good understanding of the teaching mode,the strategies for creating and optimizing the classroom,the teaching cases of situational problems worthy of reference,and the feedback of teaching effects.Through the study of relevant literature,this paper clarifies the theoretical support of "situation-problem" teaching mode,and conducts a questionnaire survey of mathematics teachers in No.9 Middle School in Baotou to learn the understanding and application of "situation-problem" teaching of front-line teachers.Combined with the requirements of new curriculum standard and relevant theoretical research,the strategies for creating situational problems are summarized in this paper.Based on the optimizing strategy,teaching cases with reference value and reference significance is designed for three sections of trigonometric functions.And was put it into practice in the first year of high school where the author teaches.After half a semester of practice,the achievements of teaching practice are tested in the form of questionnaires,interviews and grade data analysis.As a result,it has been proved that "situational question" teaching is an effective way to develop students’ core literacy,conform to the reform target of the new curriculum standards,which has been recognized and advocated by students and teachers.It could not only better serves the teaching goals,but also realizes the educational value.