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The situational teaching junior high school mathematics validity research

Author: GaoYuMei
Tutor: ZhangJiZhou
School: Shanghai Normal University
Course: Subject Teaching
Keywords: Junior high school mathematics Situational teaching Validity Situational Mistakes Teaching strategies Case Study To the mathematical
CLC: G633.6
Type: Master's thesis
Year: 2009
Downloads: 849
Quote: 2
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Abstract

Creation of junior high school students age characteristics of good mathematics teaching situation, awaken students 'emotions, stimulate students' curiosity, and mobilize the initiative of the students to learn mathematics, enthusiasm and creativity of great significance. But some hilarious situations creation, and did not give us the teaching to bring effective improvement, but gorgeous impetuous students to stay away from rational thinking, and even some scenarios far-fetched to depart from the original properties of the problem, or a slightly artificial result from the teaching essentially The fundamental reason is not really grasp the content and nature of the situational teaching. Therefore, we actively promote the creation of effective teaching situation, in order to stimulate the students' motivation, training the mathematical emotional as well as to improve the mathematical thinking ability and academic performance. This article to constructivist theory, situated cognition and learning theory, principles and context of the development area and emotions interactive relationship between the theoretical basis for teaching and research in this regard in recent years, experts and scholars made situational teaching research foundation, expand the theoretical and empirical research. Reviews Typical Lesson, analysis of the value of its validity, and pointed out that the common misunderstanding situational teaching, which summed up the effective mathematical contexts of the four features, and the six principles of creating effective mathematical contexts, and fifteen strategies. The first chapter is an introduction, the main questions and pointed out the significance of the creation of effective teaching situation the objective needs of the times. The second chapter is to point out the situational teaching of the origins and the four theoretical basis, the situational teaching research at home and abroad and collect information literature research, and get some inspiration and reference, is conducive to the creation of an effective teaching our junior high school teachers to better situations, and promote the harmonious development of students' cognitive and affective. Chapter four typical Lesson reviews including the creation of situational effectiveness of value. Through a number of case analysis, pointed out several major errors in situational teaching, and urged teachers to \Chapter four explains how to identify effective situational characteristics: the purpose of the situational situational consistency, availability of situational, contextual interactivity. Summed creating effective scenarios should follow six principles: scientific principles; the enlightening principles; structural principle; inquiry principles; development principles; interesting principle. And to explore the 15th strategy of creating effective mathematical situations: (1) the creation of game scenarios, making the students feel the fun of math; (2) the creation of suspense situations to stimulate their thirst for knowledge; (3) the creation of scenarios, induction of students involved in exploring mathematical theorems, laws, etc.; (4) the creation of real-life situations, students actively use mathematical knowledge to solve real-life math problems; (5) mining mathematical historical creation of scenarios to enable students to better understand and appreciate mathematics; (6) creation of analog type of problem situations, to improve students' analogy, induction ability; (7) the creation of an open problem situations, students of divergent thinking, divergent thinking ability; (8) creating error correction type situations students thinking critically; (9) the creation of a ladder-type scenario, follow the step-by-step teaching law; (10) the creation of information graphics contexts, to train students to analyze chart information, data capacity, and improve the ability to understand students interpret blueprints, knowledge map; (11) original the Schema creation of mathematical contexts, to play the role of schema migration; (12) the creation story situations to stimulate student interest in learning; (13) the use of multimedia assisted teaching means creating a dynamic context, the importance of knowledge occurs, the development process; (14) set the Shuxingjiege the problem situation, the problem of Aesthetic; (15) the creation of conjecture situations, to encourage students to venture to guess, the courage to explore. The fifth chapter is a study of the effectiveness of the teaching of the junior high school math situational teaching experiment. The experiments show that the creation of appropriate and effective mathematical contexts conducive to improve the students' interest in learning, alleviate math anxiety, develop good mathematical emotions, and can significantly improve the academic performance of students. Chapter VI is for the creation of effective situational teaching experience and reflection. The research shows that: the creation of mathematical contexts, can effectively wake the students 'maths emotions, stimulate their the mathematics learning interest and enthusiasm for learning, to improve middle school students' mathematics achievement and mathematical thinking skills, but also improve the efficiency of classroom teaching.

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