Research And Application Of Multiple Situation Theory In High School Mathmetics Concept Teaching

Since the 1980s, the situational theory, which emphasizes the sociality, context, construction and complexity of study, has showed us another prospect of study. Nowadays, it is a widely-used approach to create a situation in Mathematics Concept teaching. It not only helps students better understand the concept and its extensions, but also improves students'ability for exploring, ability for thinking, ability for logical reasoning and ability for mathematics communication, which lays a good foundation for their lifelong study and individual development. However, according to the survey, the author found out that the situational method in high school Mathematics Concept teaching still has problems. This article is based upon research on many publications and articles and investigation of the real situation, it clearly stated the purpose and characteristics of Mathematics Concept teaching, discussed aspects of situational theory that affects Mathematics Concept teaching, especially non-intelligence quotient. From these aspects, the author discovered diversity of situation in Mathematics Concept teaching. This research combined the teaching practice, based on many real examples, discussed principles of setting situations for two different periods,"concept retrieval"and"concept characterization", in the process of learning Mathematics Concept. Based on the principle of setting situation in Mathematics Concept teaching, this article summarized some representative teaching strategies. At the end, this article based on"lessons learned"from example cases, emphasized major functions of setting situation in Mathematics Concept teaching. It also suggested requirements of developing professional skill of Mathematics teachers in order to improve the application of the situation method in the process of Mathematics Concept teaching.