High School Mathematics Situations Teaching And Research

With the ceaseless progress of society and the coming of the age of knowledge economy,knowledge innovation has become the main melody in the development of the world.In recentseveral decades,the teaching staff in our country gradually have found out six educative modelsduring the implement of quality education: success teaching, pleasue teaching,situatedteaching,subject teaching, harmony teaching and creative teaching. While traditional mathematicsteaching universally stresses cognizance, ignoring emotion, school becomes a place of purelyteaching knowledge. Such infusion teaching results in the parochialism and the obturation, makingstudents lack of initiative and the spirit of thinking independently.Such teaching method alsodirectly impacts the overall improvement of the quality of person with ability.Situated teaching isbrought forward just against the defect incurred by the infusion teaching.Situated teaching is abrand-new teaching idea,it scans the process of teaching and optimizes the teaching methods in anew view.In mathematics teaching pratice, we could enlighten the students,and then promote themto think about by constructing proper situation.Finally,they would come into being new idea.Regarding the process of teaching as a "process of reasoning" could inspire students' positiveemotion, develop their ability of reasoning, enforce students' application consciousness andenhance teaching efficiency. The experts and scholars overseas and at home have achieved plentiful fruits,but the reaserchof situated teaching in high school mathematics teaching is not enough relatively. Through thestudy of the high school mathematics situated teaching theoretically and in practice ,the aim of thatwe chose this topic is at bring the function of situated teaching into play sufficiently in highschool mathematics teaching practice, improving the teaching effect of the teacher and the qualityof the students themselves and cultivating more person with ability for our country.Based on the brief introduction of situated teaching, the article induces the mathematicalsituated teaching and discusses its meanings and theoretical base. The models and the main waysof mathematical situated teaching of high school have been investigated. In the final, the results ofthe experiment have been quantitative and qualitative analyzed.From the needs of the mathematical teaching and the facts of the students, the teacher hasselected different ways to create a certain situation, in order to inspire the students' interest andactive their thoughts, lead them to study independently. It is one method that could achieve bestteaching effects. The article is mainly about the research on the high school mathematical situatedteaching. It includes the author's understanding on situated teaching, and also the experience inpractice. Firstly, the necessity of research on the high school mathematical situated teaching andit's theoretical base have been discussed. Based on the above discussion, the basic model of highschool mathematics situated teaching has been raised, and on the model, the author points outthree basic way to progress the situated teaching: 1. situated on multimedia network;2. situated onproblem-solving activities;3. situated on true practice. Finally, the experiment research on highschool mathematics situated teaching has been carried out, and it makes those out: themathematics situated teaching of high school could inspire the study interest in mathematicsstudying, bring out the students' innovative and application consciousness, improve their ability ofanalyzing and solving problem and enhance their study efficiency.